A Study On Relationship Among Interpersonal Communication,School Belonging And Psychological Stress Of Junior High School Students With Underachievement

The problem of underachievement is a universal existence in the development of education problems and showing a rising trend,a large number of basic education of students with underachievement exist in the world,seriously plagued the development of all countries in education,affects the benefit of education,which restricts the economic development of various countries.In this study,psychological stress questionnaire,school belonging scale and interpersonal questionnaire were used as the research tools to investigate 399 middle school students,192 of whom were underachievement.The results found that:1.Positive interpersonal relationship: underachievement students and junior high school students in same-sex friendships scored the highest score,and mother high;poor students and nonpoor students enthusiasm for significant differences in the interpersonal relationship of teachers(P<0.01),the nonpoor students is higher than that of the underachievement students.2.Negative interpersonal relationship: junior high school students and underachievement students have the highest relationship with their mothers.There is a significant difference between the underachievement students and those not(P<0.05).There were significant differences in the negative interpersonal relationship between the underachievement students and those not and the head teachers(P<0.001).3.Underachievementstudents and nonunderachievement students of the school belonging to significant difference(P<0.05),and the students’ sense of belonging is lower than the nonunderachievement students a sense of belonging;underachievement students and the students of the school to resist sense of significant differences(P<0.01),and the students is higher than that of underachievement students.4.There were significant differences in social and cultural stress between the underachievement students and nonunderachievement students(P < 0.05),and the underachievement students were more than those who were not.5.Supportive interpersonal relationship was positively correlated with school attachment,and was not related to school resistance;negative interpersonal relationship was positively correlated with school resistance,and not related to school belonging Not related.6.Supportive interpersonal relations and psychological pressure,psychological pressure and positive negative interpersonal relationship with students,and weak negative correlation;the interpersonal relationship and psychological pressure influence each other,regression analysis showed that the influence of learning pressure and negative pressure of teachers interpersonal relationship of students.7.School belonging is not significantly related to students’ psychological pressure,while school resistance is positively related to stress,and is weakly related.Regression analysis showed that school resistance of students with academic disabilities affected psychological pressure.8.In the analysis of the interpersonal relationship,psychological pressure and school belonging of the students with learning disabilities,it is found that the school resistance of the students with academic disabilities plays a partial intermediary role in the negative interpersonal relationship and psychological pressure.