The Relationship Between School Belonging And Self-concept Of Secondary Technical School Students And Its Intervention Study

Secondary technical school students is the students of schools which pay attention tomastering professional skills after the nine-year compulsory school. Their senior high schoolentrance examination results is not ideal and can not ascend to the ideal high school. Theyleave their parents when they are young, so some students can not adapt to the newenvironment and become interpersonal frustrated, come into being anxiety and fear. All thesecan hinder the formation of a good sense of belonging to the school. School belonging meansstudents feel safe at school, as part of the school and is respected, also includes teachersupport and peer relationships etc. Secondary technical school students are in adolescencewith rapid physical and mental development, they have a development crisis of identityconfusion. Some scholars believe that the volatility of adolescent self-concept is great, andvocational school students’ self-identity is closely related to self-concept. And secondarytechnical school students have weak basics and poor self-learning ability, traditional conceptof employment makes some students pessimistic about the future, they are more sensitive andhave lower self-esteem than their peer group, it is not easy to form a positive self-concept forthem. Self-concept is an integrated system, individuals should have a certain cognitiveabilities, and for their views on this premise. Some scholars consider the school belonging isan important factor affecting self-concept. Numerous studies show that good school belongingand positive self-concept has a great role in promoting the students’ enthusiasm and physicaland mental health. Now the social’s demand for technical personnel is growing, secondaryvocational education is more and more important in the education system. Secondarytechnical school students as an important social groups, have made tremendous contributionsfor social development. Thereby increasing the sense of belonging to school and levels ofself-concept of the groups has important practical significance. Group guidance is an activityof strong participation and wide audience, the ultimate aim is to promote mental health andpersonal growth. Therefore the use of this form of group guidance as a means to influencesecondary technical school students’ school belonging and self-concept is feasible.The study is divided into three parts: Study1, to examine the differences in secondary technical school students’ school belonging in the demographic variables (gender, grade,major, origin of students, the only child or not);Study2,to investigate the correlation betweensecondary technical school students’ school belonging and self-concept. At the same time theschool belonging as a predictor, self-concept as the dependent variable, examine the role ofschool belonging to predict self-concept; Study3, Design the secondary technical schoolstudents’ school belonging intervention program, inspect the results of the group guidance tosecondary technical school students’ school belonging. Further validate the effectiveness ofintervention programs by increasing the level of school belonging to influence the level oftheir self-concept. Study1and Study2using cluster sampling method to select860studentsat two vocational colleges in Hengshui City and conduct a questionnaire survey, the researchtools are PSSM and TSCS. Study3randomly selected two homogeneous classes in one gradeat a vocational college as experimental group(34people) and control group(36people). Usingthe intervention program designed in this study to intervene the school belonging and usingthe experimental group and the control group pre-test and post-test experimental design.Before the intervention test two group members of the school belonging and self-concept toobtain former measurement data. The experimental group accept for a period of8groupguidance and the control group have no group guidance. After the group guidance activitiesall over, test the2group members of the school belonging and self-concept to obtain post-testdata. At last test the differences between post-test and pre-test data difference.The following conclusions: First, there are significant differences in gender, grade, originof students on school belonging of secondary technical school students, and there are nosignificant difference in major, the only child or not. Second, between school belonging andself-concept of secondary technical school students there exists a significant positivecorrelation. And School belonging has the role of predicting self-concept. Third, thesecondary technical school students’ sense of school belonging intervention program isfeasible and effective.