Study On The Relationship Between Big Five Personality,Comprehending Social Support And Subjective Well-being Of Rural Left-behind Junior High School Students And Its Intervention

Junior middle school is an important period for left-behind children to improve their personality and world outlook.Therefore,paying attention to the construction of personality traits and positive psychological qualities of left-behind children can improve their ability to understand social support and their feelings of happiness,effectively improve the psychological and behavioral problems of left-behind junior high school students,and help them improve their personality.This study consists of two sub-studies:The first study mainly focused on the relationship between the big Five personality,perceived social support and subjective well-being of rural left-behind junior high school students.1,034 junior high school students from four rural middle schools in Anhui Province were surveyed by the Big Five Personality Scale,Perceived Social Support Scale and Subjective Well-being Scale.Explore the status quo and development characteristics of the big Five personality,social support and subjective well-being,and analyze the mediating effect of social support on the big Five personality and subjective well-being.Study 2 was an intervention study.On the basis of study 1,60 subjects meeting the requirements were selected and divided into experimental group and control group.The control group was not treated,and the experimental group received group intervention training themed on perceived social support.The results are as follows:(1)There are significant differences in big Five personality,perceived social support and subjective well-being between rural left-behind junior high school students and non-left-behind junior high school students.In general,left-behind junior high school students in rural areas are significantly lower than non-left-behind junior high school students in all dimensions of big five personality(except neuroticism),total score of perceived social support and total score of subjective well-being.(2)There are significant demographic differences in the big Five personality,perceived social support and subjective well-being of rural left-behind junior high school students.The big Five personality and subjective well-being have significant differences in gender,grade,class leader or not,only child or not,parents’ time out and so on.The results showed that there were significant demographic differences in social support among class leaders,only children and parents’ time out.(3)There is a significant correlation between the big Five personality,perceived social support and subjective well-being of rural left-behind junior high school students,and perceived social support has a partial mediation effect between the Big Five personality and subjective well-being.(4)The comprehending social support group intervention program can significantly improve the comprehending social support ability of left-behind junior high school students,(5)and then improve the subjective well-being level of left-behind junior high school students,improve their personality traits,and has a lasting effect.