The Self-identity Of Tibetan Junior High School Students And The Impact Of Comprehending Social Support On Self-responsibility

Strong historical responsibility,brave to assume responsibility,is the new development theme of the younger generation.The development of responsibility is the demand of history and society to the individual,and the development of the individual pursuing a better life.The era develops rapidly,knowledge is rapidly changing,accepting knowledge becomes simple and quic.People’s hopes for freedom and the pursuit of true self have risen to a certain height.Know yourself is not only the eternal theme of individual life development,but also the theme of the development of the times.The first step in an individual’s understanding of himself is to make clear the difference between himself and the outside world and between himself and others.What can I do,what should I do.Only when there are boundaries can we have freedom,and when we have freedom,we can have a sense of responsibility.Based on the idea of ‘knowing yourself’,base on the view that‘responsibility is not born from nature,but is formed through acquired education and training,and is the product of the combination of cognition and behavior.’ This paper expounds how self identity and perceived social support affect the development of self responsibility from inside to outside,and puts forward some suggestions and measuresto strengthen the education of self responsibility of middle school students in Tibet under the dual support of theory and data.An article on ideological and awareness education,in order to obtain better data and enhance the understanding of the self responsibility of Tibet junior high school students,this paper adopts the method of questionnaire investigation and auxiliary observation.A total of 220 junior middle school students from 10 schools in Lhasa City,Shannan City and Xigaze City were selected as the research samples,and200 valid questionnaires were obtained.The data were processed and analyzed by using SPSS and AMOS software,and the following results were obtained:(1)there is a significant positive correlation between self responsibility and self identity of middle school students in Tibet;(2)there is a significant positive correlation between self responsibility and perceived social support among junior high school students in Tibet;(3)There is a significant positive correlation between self identity and perceived social support of Tibet junior high school students;(4)perceived social support of Tibet junior high school students plays an intermediary role between self responsibility and self identity.Through the analysis and discussion of the data results,it is concluded that the smooth,the development of Tibet junior high school students’ self responsibility needs the support and effort of the outsidesociety and the individual.From the point of view of individual’s own development,it is necessary to assist the education of self identity and social support when accepting the education of self responsibility.Self responsibility education needs the positive linkage and cooperation among society,school and family,and promotes the development of students’ self responsibility.This paper,by means of empirical research,completes the writing of qualitative articles,but strictly speaking,it’s not a normative empirical research article.Theoretical research requires empirical research methods and practical data.At the same time,the theoretical basis and the theoretical logic can be skillfully integrated into a smooth,beautiful language,so as to be reasonable.The shortcoming of this paper lies in i inability to master them,to apply them flexibly and to integrate them skillfully.In the future research,i will carry on the study and the exercise,strives to master this method as soon as possible.Really master them.