The Influence Of Gender Nonconformity And Academic Achievement On Peer Interaction Of Junior High School Students And Intervention Research

Junior high school students are in a critical period of mental development,and peer interaction plays an important role in their personality development,moral cultivation and behavioral standardization.Studies have found that due to strong gender stereotypes some junior high school students show prejudice and rejection towards peers who exhibits psychological phenomena that are inconsistent with their birth sex and gender norms.,which seriously affects the establishment of good peer relationships.Moreover,numerous studies have found that excellent academic performance can increase students’ popularity and interactive propensity among the peers.Therefore,this study focused on the joint influence of gender nonconformity and academic achievement on the peer interaction intention of junior high school students,and further explored the moderating role of gender stereotypes.Then intervention of improving gender stereotype was carried out to promote positive peer interactions.This study consisted of one pre-study and three formal studies.The pre-study used the questionnaire survey method to obtain the typical characteristic words of male and female in the impression of junior high school students,and found that "playing basketball","strong","firefighter","masculine",etc.were described as typical male characteristic words;"Selfie","slim","nurse","gentle",etc.were described as typical female characteristic words.In the first study,the questionnaire survey method and imaginary situation paradigm were used to investigate the effects of gender nonconformity and academic achievement on the evaluation and peer interaction of junior high school students from the cognitive and behavioral levels,and it was found that junior high school students’ evaluation and intention to interact with gender-nonconforming boys was significantly lower than that of gender-conforming boys,whether a girl is gender non-conforming does not affect the evaluation of peers and intention to interact.Moreover,junior high school students’ evaluation and intention to interact with those with gender nonconformity and unqualified academic performance was significantly lower than that of those with gender nonconformity and excellent academic performance.The second study used the questionnaire survey method to study the moderating effect of gender stereotypes of junior high school students in boys’ gender nonconformity and peer interaction under different academic achievement,and found that when the male gender stereotype of junior high school students was lower,the less influence of gender nonconformity of boys on peer interaction,which provided theoretical support for the intervention of the third study.In the third study,author selected 16 eligible junior high school students,randomly divided into two groups,the experimental group carried out group counseling intervention with the theme of improving gender stereotypes,and the control group carried out interventions on other topics,and it was found that the data of the before and after tests in the experimental group were significantly different,while the data of the control group were not significantly changed.Based on the above research,it was found that gender nonconformity and academic achievement affect the peer interaction of junior high school students,and the male gender stereotype of junior high school students can play a regulating role between male gender nonconformity and peer interaction.Besides,the group counseling of improving gender stereotype significantly improved the gender stereotype of junior high school students and improves the attitude evaluation and willingness to interact with gender non-conforming boys,which provides a reference scheme for future education and teaching in the field of gender education.