The Secondary Vocational School Student’ S Self-identity And Self-stigmatization Of The Education Background Relationship And The Intervention Study

Currently,China attaches more and more importance to secondary education and has formulated a series of policies on secondary education,hoping to train more professional and technical talents for various positions through these policies.However,due to the deepening of social stereotypes,the public generally thinks that compared with ordinary high school students,secondary school students have poor academic performance and uneven individual quality,so they are labeled as inferior and stigmatized seriously.Most of them are not mature in all aspects of body and mind,and they tend to be self-denying and unable to face their selves,so they have a low self-identity.Long-term subtle acceptance of this stigma may also evolve into a kind of education self-stigma of their own,even manifesting itself in the form of spreading anorexia and self-abandonment.If no in-depth analysis is conducted regarding the problems that arise in the learning process of secondary school students and effective interventions are neglected,in the long run,the social status of students and even the development of secondary vocational schools as a whole will be seriously affected.The purpose of this study is to investigate how to improve secondary school students’ self-identity and reduce students’ educational background self-stigma in order to maintain their psychological health.This study was conducted in the form of group counseling to influence self-stigma of education background of secondary school students through the intervention of their self-identity.The study was divided into three parts: first,to investigate the general status of secondary school students’ self-identity and self-stigma of education background;second,to explore the relationship between secondary school students’ self-identity and self-stigma of education background and the predictive effect of self-identity on self-stigma of education background;third,to design a group counseling program to improve secondary school students’ self-identity and reduce the self-stigma of education background through group counseling.The conclusions of this study are as follows:(1)In general,the self-identity of secondary vocational students presents a low level,while the overall self-stigma of educational background presents a high level.(2)In terms of demographic variables,there were no significant differences in gender between self-identity and self-stigma of secondary vocational students(t=1.729,p > 0.05;t=-1.024,p > 0.05),in the case of only child,the self-identity of non-only child was higher than that of only child(t=-1.340,p < 0.05),and there was no significant difference in self-stigma of educational background between them(t=-4.878,p > 0.05).The self-identity of urban students was higher than that of rural students(t=2.987,p < 0.05),and the self-stigma of rural students was higher than that of urban students(t=-6.493,p < 0.001).At grade level,there were significant differences between self-identity and educational self-stigma(F=39.697,p < 0.05;F=14.901,p < 0.05)(3)There was a significant negative correlation between the self-identity of secondary vocational students and the self-stigma of educational background.The results of regression analysis showed that the sense of self-identity of secondary vocational students had a significant negative predictive effect on educational self-stigma(F=327.067,p < 0.05).(4)Through Satya model group counseling,it can effectively improve the self-identity of secondary vocational students and reduce the level of self-stigma of secondary vocational students.