The Relation Among Teacher Support,Parental Warmth And Junior School Students Prosocial Behavior

Junior high school students are in the critical period of personality building,which is an important stage of individual socialization.Prosocial behavior is not only the embodiment of social civilization and personal quality,but also the internal requirement of a harmonious society.To grasp the key period of shaping personality is helpful for schools to better carry out quality education for teenagers,to train junior high school students’ Pro social behavior,to inherit culture and educate the new generation of social forces,to promote the cultivation of modern people’s good quality and the all-round development of people.The cultivation of prosocial behavior is closely related to school and family factors.A large number of studies have shown that there is a positive correlation between perceived teacher support and prosocial behavior,and parents’ emotional warmth has a positive predictive effect on prosocial behavior.Previous studies on the relationship between teachers’ support,parents’ emotional warmth and prosocial behavior lack of discussion on its intermediary mechanism,so it is necessary to study its intermediary mechanism.In order to improve the level of junior high school students’ prosocial behavior,this paper discusses the relationship between teachers’ support and prosocial behavior,and between parents’ emotional warmth and prosocial behavior.Secondly,it studies the mechanism of teachers’ support and parents’ emotional warmth influencing prosocial behavior with the middle school students’ belief of just world as the intermediary variable.In this study,566 junior middle school students in Yulin and Yan’an City were investigated by four questionnaires: perceived teacher support questionnaire,parents’ emotional warmth questionnaire,fair world belief questionnaire and prosocial tendency questionnaire,and the data were analyzed by difference test,correlation test,intermediary test and other statistical methods.The results show that:(l)The overall level of perceived teacher support is in the upper middle level.There are significant differences in perceived teacher support in class cadres,grades and learning levels.(2)The emotional warmth of parents is in the upper middle level.There are grade differences in grade and learning level,among which grade differences exist in grade one and grade two,and significant differences exist in learning level in emotional warmth dimension of mother.(3)As a whole,the belief in a just world is in the upper middle level.In the difference test,there are grade differences between grade one and grade two,grade two and grade three.(4)The whole prosocial behavior is in the upper middle level.There are significant differences in grade and learning level,among which,altruism and emotional dimension have significant differences.In learning level,grade differences exist in grade one,grade two and grade three.(5)There is a significant positive correlation between teachers’ support and prosocial behavior,parents’ emotional warmth and prosocial behavior,teachers’ support and just world belief,parents’ emotional warmth and just world belief.(6)Junior high school students’ belief in a just world plays a part of an intermediary role in Teachers’ support,parents’ emotional warmth and prosocial behavior.