Research On Relationship Between Parental Psychological Control And Middle School Students' Social Adaptation

As teenagers in the middle school stage,whether they can better adapt to the society not only has an important influence on their own healthy growth,it also plays a decisive role in the healthy development of the entire society.Family is the most basic and most important environmental factor for middle school students to live and learn.Family education methods will directly or indirectly affect the social adaptation of middle school students through certain forms.Whether parents' psychological control,as a kind of family education,will have an impact on the social adaptation of middle school students and what kind of impact it will have.In order to further clarify the current status of social adaptation of middle school students,and to understand the internal relationship and influence of parental psychological control and social adaptation of middle school students;this study has previously used human theory and research as reference and foundation,and conducted empirical research based on this,using parental psychology.A questionnaire survey was conducted on 576 students in junior high schools and senior high schools in five middle schools of three cities.The overall status of middle school students' social adjustment and their demographics were analyzed.Differences in the aspects,as well as the relationship between parental psychological control and social adaptation of middle school students,draw the following conclusions:(1)The overall level of psychological control of middle school students' parents is relatively high;the overall situation of middle school students' social adaptation is good,but there is still a certain degree of social maladjustment.(2)There was no significant difference in the gender of middle school students in the psychological control of parents.There are significant differences in whether they are only children,grade,parental education,family status,primary caretaker,school type,place of origin,and whether or not they have experienced retention.The psychological control of parents on non-only children is higher than that of single children;the psychological control of parents of high school students is significantly higher than that of junior high school students;with the increase of parental education,the level of psychological control of middle school students is gradually reduced;parents of single parents and divorced families are psychological Higher levels of control than parental families;when the main dependants are(outer)grandparents and others,parents have the highest level of psychological control.When the main caretaker is the father,the parental control level is higher than when the main caretaker is the mother.When the main supporter is the parent The level of psychological control of parents is the lowest;the mental control of parents of middle school students in general schools is higher than that of key schools;the level of psychological control of parents of middle school students who have experienced leftovers is higher than that of those without stay.(3)There is no significant gender difference in the overall social adaptation of middle school students.Specific to negative social adaptation,there are significant differences with gender in two dimensions of self-distraction and irregular behavior.The self-perturbation of girls is greater than that of boys,while boys' behavior is greater than girls.There is a significant difference in whether or not the social adaptation of secondary school students is the only child,grade,parental education,family status,major caretaker,school type,student source,and whether there has been a stay-at-home experience.The social adaptability of the only child is stronger than that of the non-only child.With the increase of the grade,the positive social adaptability of the middle school students has declined,and the negative social adaptability shows a tendency to increase.The higher the parental education,the more positive the middle school students are.The higher the adaptation is,the lower the negative adaptation is.The positive social adaptability of the middle school students of the two-parent families is greater than that of divorced families and single parent families.The negative social adaptation of the single-parent and divorced middle school students is greater than that of the two-parent families.When the main dependants are parents,the middle school students have the highest positive social adaptability,and when the main dependants are(outer)grandparents and others,the positive social adaptability is the lowest;when the main dependants are parents,the middle school students have the lowest negative social adaptability,and the main dependants are the(outer)grandparents and others.When people,the negative social adaptation is the highest,and when the father or mother is the main caretaker,there is no significant difference in the overall social adaptation of middle school students;the positive social adaptation of middle school students in key schools is higher than that of ordinary schools,and the negative social adaptation of middle school students in general schools is higher than that of key schools;The positive social adaptation is higher than that of urban and rural areas,while the negative social adaptation of rural middle school experience are stronger in positive social adaptation than secondary students with leftover experience.Middle school students who have had their stay-at-home experience are worse off in terms of negative social adjustment than middle school students who have no left-behind experience.(4)The psychological control of parents has a significant predictive effect on the social adaptation of middle school students.There is a significant negative correlation between parental psychological control and positive social adaptation of middle school students and a significant positive correlation with negative social adaptation of middle school students.Finally,according to the research conclusions,specific education suggestions and countermeasures were proposed from the family and school perspectives.At the same time,this study also designed a set of thematic communal assistance courses and carried out specific implementation in an effort to effectively improve the social adaptability of middle school students.And development.