The Influence Of Family Environment And Class Environment On Junior School Students’ Problem Behavior

Problem behavior has always been the focus of educators and psychologists,while junior school students are in the "psychological weaning period".During this period,there are very obvious and contradictory characteristics,which can easily lead to various problems and behaviors,thus affecting their physical and mental health development.Ecological psychology believes that the interaction between human-environment system should be considered in the real study of human psychology and behavior.Family environment and class environment,as two important environments for junior school students’ life and study,are the most important external factors affecting the behavioral and psychological development of junior school students.Therefore,this study explores the influence of family environment and class environment on the behavior of junior school students from the perspective of development ecology.In this study,questionnaire survey was used to investigate the family environment,class environment and problem behaviors of 579 middle school students in 16 classes of 4 middle schools in Wuhan.We systematically investigated the basic status of junior school students on the above psychological indicators and the differences of background data such as demography,among them,the differences of family environment,class environment and problem behavior between migrant students and urban students were compared.At the same time,multilevel linear analysis was used to discuss the effect of class environment,family environment and their interaction on the behavior of junior school students,and the following conclusions are drawn:(1)The family environment of junior school students is generally intimate and harmonious,but the cultural atmosphere is not sufficient.(2)The problem behavior of junior school students is highlighted in the aspects related to learning,including examination anxiety and learning maladjustment,followed by attack,nervousness,withdrawal and discipline,among which the behavior of introversion is more serious than extroversion.(3)The teacher and the student relationship that the junior school students perceive are good,the learning burden is not heavy,the class order and the competitive atmosphere need to be improved.(4)Overall,the migrant students’ family environment and class environment are not as good as urban students,and show more problem behaviors.(5)The family environment,class environment and problem behaviors of junior school students are affected by their parents’ marital status,parents’ highest level of education and monthly earnings of the family.(6)The family environment can negatively and significantly predict the problem behavior of junior school students,and the five dimensions of class environment have different predictive effect on different aspects of problem behavior.(7)The prediction role of teacher-student relationship to the extroversion of the urban students is larger than that of the migrant students.(8)Teacher-student relationship and competitive atmosphere can enhance the protective effect of family environment,and reduce junior school students’ internal and external problems.