The Influence Of Middle School Students’ Self-esteem On Prosocial Behavior:the Mediating Role Of Peer Acceptance And School Belonging

Prosocial behavior is an important part of positive social behavior,which plays an indispensable role in the development of individual personality and socialization.The physical and mental development of junior high school students is not yet mature,and individuals are at a critical stage of moral development.Good prosocial behavior is beneficial to junior high school students to form positive self-evaluation,and further promote individual development and social adaptation.With the gradual improvement of junior high school students’ cognitive experience and self-consciousness,self-esteem began to show significant changes.As a personality trait,self-esteem has an important impact on prosocial behavior.School is the main place for middle school students to learn,and peer and teacher-student relationships have gradually become an important part of their interpersonal communication,which is beneficial for their social development.Previous studies have studied the relationship between prosocial behavior and individual,family,school,social culture and other factors,but the psychological mechanism that jointly affects prosocial behavior still needs to be explored.Therefore,from the perspective of individuals,peers and schools,this study explored the relationship between junior high school students’ self-esteem,peer acceptance,school belonging and prosocial behavior,and analyzed whether peer acceptance and school belonging play a chain mediating role between self-esteem and prosocial behavior.To reveal more mechanisms affecting prosocial behavior,provide theoretical basis for families,schools and society,further cultivate junior high school students’ prosocial behavior,and promote their physical and mental health development.In this study,1602 junior high school students from two middle schools in Hainan Province were selected as the research objects by using the method of questionnaire.Using the Self-esteem Scale,Peer Relationship Scale,School Sense Of Belonging Scale,and Prosocial Behavior Tendency Scale were used for investigation.Data processing was conducted using descriptive statistical analysis,independent sample t-test,one-way ANOVA,correlation analysis,regression analysis,and other statistical methods.The following results are obtained:(1)The self-esteem of junior high school students as a whole is above the average level;There were significant differences in self-esteem level in gender,family location,parental education level and family type.There was no difference in grades.(2)The prosocial behavior of junior high school students is at a medium high level;There are significant differences in prosocial behavior in gender,grade,family location,parental education level and family type.(3)Junior high school students as a whole have a higher level of peer acceptance;There are significant differences in peer acceptance in gender,family location,parental education level and family type.But there was no difference in grades.(4)Junior high school students’ sense of belonging to school is above the average level;There are significant differences in the level of school belonging in gender,family location,parental education level and family type.There was no difference in grades.(5)Junior high school students’ self-esteem,peer acceptance,school belonging and all dimensions and prosocial behavior and all dimensions are positively correlated.(6)Self-esteem of junior high school students positively predicted peer acceptance,school belonging and prosocial behavior,respectively;Peer acceptance can positively predict school belonging;School belonging positively predicted prosocial behavior,but peer acceptance did not.(7)Peer acceptance had no mediating effect between self-esteem and prosocial behavior;School belonging partially mediates the relationship between self-esteem and prosocial behavior.Peer acceptance and school belonging play a chain mediating role between self-esteem and prosocial behavior.Therefore,the conclusion of this study is as follows:(1)Self esteem is closely related to prosocial behavior.Self esteem can not only have a direct impact on junior high school students’ prosocial behavior,but also have an indirect impact through peer acceptance and school belonging.Based on the framework of Ecological systems theory,the research results help to understand the relationship between junior high school students’ self-esteem and prosocial behavior,and also provide an educational direction for schools to cultivate self-esteem,peer acceptance and school sense of belonging,and jointly promote the development of junior high school students’ prosocial behavior,which is of great significance to their personal development and social adaptation.