The Effect Of Family Parenting Style And Self-concept On Adaptability Among Junior Middle School Students

Adaptability is one of the important factors of individual existence and development. Junior highschool students are beginning to enter puberty, it is more possible for them to have various kinds ofadaptive problems and it is not conducive to the development of students. The in-depth study ofcharacteristics and influencing factors of junior students’ adaptability has important meaning to juniorstudents, it could guide the junior middle school students to go through puberty smoothly and raise thelevel of psychological and social development. The paper adopts the method of questionnaire surveyand applies SPSS16.0and AMOS3.0as the statistical software. Strengths and DifficultiesQuestionnaire, EMBU-C questionnaire for Children, and Tennessee Self Concept Scale are used as thestudy tools. Taking356junior middle school students as the participants of study and69of themare subject to post–test. The study analyzes the current situation and characteristics of juniorstudents’ family parenting style, self-concept and adaptability, investigates the effect of juniorstudents’ family parenting style and self-concept on adaptability. The research conclusions are asfollows:(1) As a whole, the junior high school students’ adaptability is at a relatively high level, but thereare also a certain degree adaptive problems of emotion and behavior. The detection rate of threepsychological problems (namely emotional problems, behavioral problems, hyperactivity andattention deficit) is6.7%,8.7%,5.3%. the general detection rate of three psychological problems is16.9%。(2) The junior high school students’ adaptability displays a certain gender and grade main effectsand interaction effects. Boys have more behavioral problems, girl’s pro-social behavior developmentlevel is higher than boys and girls have more emotional problems. The eighth grade students have thehighest hyperactivity and attention deficit disorder score and the ninth grade students have the highestpro-social behavior development level. The eighth grade girls have the most emotional problems andthe ninth grade boys have the most peer relations problems.(3) Today parents adopt firstly parenting style of emotional warmth, anxious care， then overprotection，and rejection. Mothers have higher scores than fathers at the four types of parentalrearing. The family parenting style displays a certain gender and grade main effects andinteraction effects. Parents adopt more anxious care to boys, and fathers give more overprotection andrejection to boys. The ninth grade students feel the most parents’ rejection, parents’ anxious care andMothers’ overprotection. The ninth grade boys experience the most fathers’ rejection and the ninthgrade girls receive the most fathers’ emotional warmth.(4) Junior high school students have a quite positive self-concept, and the overall developmentlevel is higher. The general self-concept displays no gender and grade main effects andinteraction effects. In the specific dimensions, girls’ ethical self development level is higher than boys.The seventh grade students have the highest physical self level and the ninth grade students have thehighest self criticism score. The seventh grade girls have the highest development level of self-identityand self action.(5) Positive relationships and significant predicted relationships were found between familyparenting style, self-concept and adaptability: Parents’ emotional warmth contributes to the positivedevelopment of self-concept and adaptability; Parents’ rejection and overprotection are not conduciveto Children’s positive development of self-concept and adaptability; positive self-concept is ofadvantage to development of junior middle school students’ adaptability.(6) Self-concept is the mediating variable of family parenting style and adaptability: Self-concepthas wholly mediator effect between parents’ emotional warmth and total difficulties score as well asparents’ emotional warmth and pro-social behavior; Self-concept has partly mediator effect betweenparents’ rejection and total difficulties score as well as parents’ overprotection and total difficultiesscore.(7) The cross-lagged regression analysis shows that self-concept affect the adaptability of juniormiddle school students, not the other way round.（8）The causal relationships were found between family parenting style and self-concept，on theone hand，and junior middle school students’ adaptability，on the other hand.