The School Belonging Of Middle School Students And It's Relationships With Mental Health

School belonging refers to a kind of mental state, in which the students consider themselves as part of the schools and the student-teacher community. This kind of state is not only the identification of ones' school membership, but also a kind of individual emotion, the happiness for being a member of the school or the class, including the identification, involvement, fondness and attachment to schools. The identification is about the schools' teaching and other development goals, and willing to take part in the varied activities to advance ones' own development. On the basis of reviewing former researches and interviewing the psychological experts, the theoretical hypothesis on school belonging is put forward. A preliminary questionnaire of middle school students' school belonging scale is constructed after the open-ended questionnaire survey, the student interview, which is formed into the formal scale, and the reliability and validity are tested out. 626 middle school students are investigated by using the formal questionnaire, and the effects of gender grade, the school timing, the attended school type are analyzed to explore the characteristic of the school belonging of middle school students. Furthermore, 10 middle school students are interviewed to further explore the formation mechanism. The main results of this study are as follow:(1) The middle school student belonging has 5 dimensions as follow: the school environment, the teachers' behavior, the sense of honor for school, the peer relationship, school inclusion; the empirical modal basically fits the theoretical one.(2) For scores on the whole middle student belonging scale and its dimensions, the significant gender differences exist on the overall score and the scores on peer relationship, the sense of honor for school , and school inclusion dimensions; and for the school grade ,the students from lower grades have more school belongings than the students from higher grades; for the school timings, the students being in the school less than one year have significant lower belongings than the students being in school more than 3 years on the peer relationship dimension. The overall scores and the score of school environment, teacher behavior, peer relationship, school inclusion dimensions have significant differences for the key and common middle schools. The scores of peer relationship of the common middle schools are higher than those of key middle schools, while the other scores of key middle schools are higher.(3) The formation of middle school students' school belonging is affected by school environment, teachers' behavior, school personal relationship.(4) The middle school students' school belonging scale has high reliability and validity, and can be used as a tool for middle school students' school belonging.