The Influence And Intervention Of Campus Interpersonal Relationship And Class Belonging On The Aggressive Behavior Of Junior High School Students

Aggressive behavior is a common problem behavior of junior high school students,which affects the formation of good behavior,personality and morality,and the development of aggressive behavior also affects the success or failure of junior high school students’ socialization.As an important place for junior high school students to live and study,schools affect the development of junior high school students all the time,including the development of aggressive behavior.Therefore,in order to deeply explore the influencing factors of aggression among junior high school students,two variables,campus interpersonal relationship and class belonging,were selected for research.Through a questionnaire survey of 553 junior high school students in a junior high school in Chongqing,the influence of campus interpersonal relationships and sense of belonging to the class on the aggressive behavior of junior high school students was discussed.This paper studies the effectiveness of class group psychological counseling on improving interpersonal relationships on campus for junior high school students,and verifies the impact of improving interpersonal relationships on campus on aggressive behavior.The following conclusions were drawn from the questionnaire survey of Study 1:（1）The aggression behavior of junior high school students in this school is at the middle and upper level,and there are significant differences in grades.In terms of gender variables,only three dimensions of physical aggression,verbal aggression,and anger have significant differences.（2）The campus interpersonal relationship（teacher-student relationship and peer relationship）of the junior high school students in this school is at the upper-middle level,and there are significant differences in the grades of the teacher-student relationship.The teacher-student relationship of the second-year students is significantly higher than that of the first-year students.There are significant differences in peer relationships among the origins.（3）The school’s sense of class belonging belongs to the middle and upper level,and there are significant differences in gender and grade.The sense of class belonging of boys is significantly higher than that of girls,and the sense of class belonging of the second grade is significantly higher than that of the first grade.（4）The sense of class belonging of junior high school students is significantly correlated with aggressive behavior,and the sense of class belonging has a negative predictive effect on aggressive behavior.（5）There is a significant correlation between campus interpersonal relationships and aggressive behavior of junior high school students,and campus interpersonal relationships have a negative predictive effect on aggressive behavior.（6）Junior high school students’ sense of class belonging plays a mediating role between campus interpersonal relationships and aggressive behaviorThe following conclusions are drawn from the class group psychological burden curriculum intervention experiment in Study 2:The class group psychological counseling designed according to the relevant factors affecting the campus interpersonal relationship has significantly improved the campus interpersonal relationship of the junior high school students,enhanced the sense of belonging to the class,and reduced the aggressive behavior.