The Relationship Between Self-esteem And Teacher-student Conflict Of Junior Middle School Students And The Effect Of Psychological Drama Counseling Intervention Studies

Self esteem refers to the individual's judgment,evaluation and recognition of their own emotional value.Conflict between teachers and students refers to the state of confrontation and exclusion between teachers and students in behavior and psychology.The conflict between teachers and students includes the behavior antagonism between the observable subjects,the more concealed emotion antagonism,the psychological antagonism and so on.In this study,the conflict between teachers and students is divided into three aspects: the conflict of words and deeds,the conflict of ideas,and the conflict of emotions.Based on the investigation of the conflict between teachers and students at home and abroad,the researcher developed a questionnaire for junior high school students.To study and explore the relationship between the self-esteem level of junior middle school students and the conflict between teachers and students,and to use the semi-structured campus psychological drama to intervene the self-esteem level of junior middle school students,so as to promote and improve the conflict level between teachers and students.This study is divided into three phases.The first study is to develop a feasible teacher-student conflict questionnaire in line with the actual situation of junior high school students;the second study is to use the self-made teacher-student conflict questionnaire and the self-esteem questionnaire of junior high school students revised by sun Jiapei,select 500 students from a middle school in Shijiazhuang as subjects,issue the questionnaire and conduct relevant data analysis,and investigate the relationship between self-esteem and teacher-student conflict;the third study is to conduct pre-test and post test Design of measurement experiment.The total scores of the collected questionnaires were sorted,and the subjects meeting the experimental requirements were selected from them,and they were equally allocated to the experimental group,the placebo group and the control group.The subjects in the experimental group were intervened with the theme of self-esteem,while the subjects in the placebo group were intervened with the theme of self-esteem.The subjects inthe experimental group and placebo group were intervened eight times,while those in the control group were not intervened.After the post-test,compared with the pre-test data,the experimental group has a significant effect,which shows that psychodrama can affect the self-esteem of junior high school students and the conflict between teachers and students.SPSS and Mplus were used for data processing in this study.T-test,difference analysis,correlation analysis,variance analysis,exploratory factor analysis,confirmatory factor analysis,regression analysis and other statistical methods were used for analysis.Results:1.The teacher-student conflict questionnaire for junior high school students consists of three dimensions,words and deeds conflict,concept conflict,and emotional conflict.The total score and the reliability of each dimension were 0.951,0.908,0.907 and 0.793,respectively.Then,using Mplus for confirmatory factor analysis,the results were RMSEA = 0.069,CFI = 0.884,TLI = 0.879,SRMR = 0.054.The results showed that the reliability and validity of the questionnaire were high,reached the standard of psycho statistics,and had curability.2.The self-esteem of junior high school students was negatively correlated with the conflict between teachers and students(r = 0.335 * *);the total conflict level of junior high school students was used as the dependent variable,and the total self-esteem level was used as the independent variable to carry out regression analysis and establish the regression equation.The total self-esteem level had a significant predictive effect on the conflict between teachers and students;the self-esteem variable value was used as the dependent variable,and the self-esteem high and low groups and the experimental groups were used as the independent variables to carry out multivariate variance analysis According to the analysis,the interaction between self-esteem group and experimental group is not significant,and the main effect of experimental group is significant(F =7.748**),which indicates that the experimental intervention has a significant impact on the self-esteem level of the subjects;the mufti factor variance analysis is conducted with the change value ofconflict between teachers and students before and after the experimental intervention as the dependent variable,and the self-esteem group and experimental group as the independent variable,and the interaction between self-esteem group and experimental group is not significant The main effect of the experimental group is significant(F=6.453**),which shows that the experimental intervention has a significant impact on the level of conflict between teachers and students.The difference test of self-esteem and the change value of conflict between teachers and students in different role groups shows that there is no significant difference in the level of conflict between teachers and students in different role groups.Conclusion:1.The questionnaire of teacher-student conflict has high reliability and validity,meets the standard of psycho statistics,and can be used to evaluate the level of teacher-student conflict of junior high school students.2.There is a negative correlation between self-esteem and conflict between teachers and students.The intervention effect of semi-structured campus psychodrama on the self-esteem of junior high school students is significant,and the intervention effect is more obvious on the low self-esteem subjects.The intervention of self-esteem can make the conflict between teachers and students reach an appropriate level.