A Study On The Relationship Among Parental Psychological Control, Self - Esteem And Social Retreat Of Primary School Students

Social withdrawal behaviors are one of the topics of concern inpsychology and pedagogy research. In the process of development ofstudents, the way of the family is an important cause of the elementarysocial withdrawal behavior. While the parents’ psychological control plays avital role. And self-esteem is one of the key components of the personalitysystem, and at his parents’ psychological control and primary parts plays anintermediary role between social withdrawal behaviors. More and moreresearchers began to explore the characteristics of the social withdrawalbehaviors, subtypes, and influencing factors, so as to elementary schoolstudents social withdrawal behaviors of prevention and intervention toprovide effective way. In this paper, the social withdrawal behaviors,self-esteem and parents for elementary school students summarized therelated research of psychological control and put forward the outlook, tomore effective intervention on children behavior problems and influence.In kunming, this article through the questionnaire survey form to thethree schools of elementary school students as the research object, using thechildren’s self-esteem scale "(Rosenberg,1965)," the parents’ psychologicalcontrol level questionnaire "(Chen Wei) and the class drama questionnaire(Masten, etc.,1985), using SPSS analysis data, analyzes the elementaryschool students parents psychological control, self-esteem and basiccondition of social withdrawal, and further discusses the elementary schoolstudents parents psychological control, self-esteem, and the relationshipbetween the social withdrawal behaviors. The main conclusions are asfollows:(1)The study found that15.6%of primary school children have a quietretreat behavior,16.4%of primary school children have active behavior,59.4%of primary school children is mixed the shrinking of children.Elementary social withdrawal behaviors in grade, whether the one-child,work types and parents, students, school culture degree of significantdifference in scores. Grade four students compared to the sixth gradestudents’ active retreat level is high, and the fourth grade students quiet retreat level is higher than sixth grade students; Only children active retreatlevel is significantly higher than the one-child;"Active to shrink and quietlevels were higher than good; Rural primary school students socialwithdrawal were significantly higher than that of cities and towns of primaryschool children; The key primary school active withdrawal score issignificantly higher than general elementary school; The lower the level ofeducation and parents elementary social withdrawal behaviors, the moreobvious. Social withdrawal behaviors scores were no significant differencesin gender, whether to stay.(2) Psychological control in grade pupils parents, whether the one-child,grades, students, school type, degree of parents’ culture, and family structurehave significant differences. Parents of fourth grade children psychologicalcontrol and passive control is significantly higher than grade two and grade6; For not only children, parents general mental control and positivepsychology control were higher than the one-child; Parents to control thedifference in positive psychology is significantly higher than top students;Positive psychology control, rural higher than that of cities and towns;Negative psychological control, city than urban and rural areas; Parents ofgeneral primary positive psychological control is significantly higher thanthe key primary school; Parents’ educational level and below, in elementaryschool on children’s mental control and its highest positive psychologycontrol; Psychological control on children’s gender and primary schoolstudents parents, there were no significant differences on whether to stay.(3) Elementary school students self-esteem on grades, academicperformance, whether to stay on as well as parents’ cultural degree havesignificant differences. Second grade primary school students self-esteemlevel is significantly higher than fourth and sixth grade students; Topstudent self-esteem were significantly higher than that of underachievers;Left-behind children self-esteem level was significantly lower than theleft-behind children; The lower the level of education and parents pupil, thelower the level of self-esteem; And elementary school students self-esteemin gender, whether the one-child, there was no significant differencebetween students and school type.(4)The study also found that parents’ psychological control overall level and elementary social withdrawal behaviors are related. Parents’positive mental control and a number of factors and elementary socialwithdrawal behaviors were significantly negative correlation, negativemental control and many factors and primary school students wassignificantly positively related to social withdrawal behaviors. Elementaryschool students self-esteem level and its social withdrawal behaviorssignificantly negative correlation.(5)Parents psychological control, self-esteem, social withdrawalbehaviors for children of regression analysis showed that parents’ negativepsychological control to predict effects of children’s social withdrawal,children’s self-esteem social withdrawal behaviors also have predictioneffect for elementary school. Parents’ negative psychological control,positive psychological control and self-esteem on children quiet retreatbehavior have prediction effect; Parents’ positive psychological control andpassive control active withdrawal behavior for elementary school studentshave prediction effect.(6) Part of self-esteem plays an intermediary role between the primaryparental psychological control and social withdrawal behavior.