Study On The Relationship Between Peer Relationships,Psychological Resilience And School Adaptation Among Left-behind Junior High School Students And Intervention

School adaptation refers to the total performance of students’ academic performance,interpersonal communication,participation in school activities and emotional orientation in school.Studies have shown that some left-behind junior high school students are often unable to balance the collision between the status quo and their ideals due to their strong self-awareness.In addition,they lack parental education and guidance,which in turn induces various academic and class rules.Disadaptive behaviors.At the same time,the study found that the good peer relationship quality and mental toughness level of left-behind junior high school students play a positive role in school adaptability.The relationship between the three still needs to be studied and the role of mental toughness in it still needs to be explored.Based on this,this study focuses on the investigation of left-behind junior high school students’ school response,explores the relationship between the three,and finds ways to enhance the school’s response ability,in order to improve the mental health of left-behind junior high school students.This study is mainly divided into two parts: Study 1 focuses on the current situation of school adaptation of rural left-behind junior high school students and the relationship between the three.The use of the Junior High School Adaptation Questionnaire,the Adolescent Psychological Resilience Scale,and the Friendship Quality Questionnaire were used to investigate the school adaptation of rural leftbehind junior high school students in X County,Henan Province.Students in grades 7and 8 from 4 junior high schools（2 in county towns and 2 in townships）were the subjects of the study.A total of 900 paper questionnaires were distributed and combined with independent sample t-test,correlation analysis,regression analysis,mediation effect test and other statistics The analysis method is to process and analyze the collected data;Study 2 is an intervention study.Based on the investigation and analysis results of Study 1,a group counseling activity plan is designed.Eight psychological interventions are carried out on the psychological resilience level of left-behind junior high school students and the intervention is carried out.The effect is tested.In terms of measurement and statistical methods,the pre-and post-test methods of group-assisted intervention were used.The research conclusions are as follows:1.There are significant differences in the peer relationship,psychological toughness and school adaptation of left-behind junior high school students in terms of gender,grade,place of origin,whether they are class cadres and whether they are only children or not.2.There is a significant positive correlation between the peer relationship,psychological toughness,and school adaptation of left-behind junior high school students,and the peer relationship and psychological toughness of left-behind junior high school students have a positive predictive effect on school adaptation.3.Psychological resilience of left-behind junior high school students has a partial mediating role between peer relationships and school adaptation.4.After the group psychological counseling intervention,the psychological toughness level of the experimental group and the control group was significantly different,and the psychological toughness group psychological counseling could effectively improve the school adaptation of the left-behind junior high school students.