Objective To analyze the relationship between class environment and junior high school students' mental health, and to provide reference for exploring the influencing factors of junior high school students' mental health. Methods 750 junior high school students were measured by My Class questionnaire and SCL-90 scale. Results Teacher-student relationship and classmate relationship were negatively correlated with many factors of SCL-90, while learning burden was positively correlated with all factors of SCL-90 (except for terrorist factors), while order and discipline and competition were not significantly correlated with all factors of SCL-90. Teacher-student relationship and classmate relationship have a significant negative predictive effect on various psychological symptoms, while learning burden has a significant positive predictive effect on various psychological symptoms. Conclusion Class environment is closely related to junior high school students' mental health, and has a significant impact on SCL-90 factors.
Mental health; Adaptation, psychology; Social environment; student
In recent 20 years, Chinese scholars have discussed the factors that affect students' mental health many times [1]. Many foreign studies show that students' perception of classroom environment plays an important role in their cognitive and social development, which is more obvious among older children [2]. In recent years, domestic scholars have also begun to pay attention to the role of class environment, and discussed the relationship between class environment and students' adaptation level [3], school attitude and academic behavior [4], and social behavior and school adaptation [5]. This study takes junior high school students as the object, investigates the influence of class environment on mental health, and provides reference for exploring the external environmental influencing factors of junior high school students' mental health.
1 objects and methods
1. 1 Subject * * * There are 29 classes in Grade Two and Grade Three in six middle schools in Meizhou and Shanwei, Guangdong Province. Each class randomly selects 20-30 students, accounting for about 50% of the total class size, and * * * selects 750 students, including 360 boys and 390 girls; There are 356 students in Grade Two and 394 students in Grade Three. This study was conducted at the beginning of the first semester. Because the freshmen in Grade One have not yet formed a stable class environment, the students in Grade Two and Grade Three are the subjects.
1.2 The measuring tool "My Class" questionnaire was compiled by Jiang Guangrong [6], with a total of 38 items, which are divided into five dimensions: teacher-student relationship, order and discipline, competition, learning burden and classmate relationship. In this study, the α coefficients of the five dimensions are between 0.69 and 0.89. Symptom Checklist 90 (SCL-90) [7] has 90 items and measures 9 factors: somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia and psychosis. The higher the score, the more obvious the symptoms. The scale is widely used at home and abroad and has ideal reliability and validity.
2 Results and analysis
2. 1 correlation analysis table 1 shows that the teacher-student relationship is negatively correlated with the eight factors of SCL-90 (except obsessive-compulsive symptoms), the learning burden is positively correlated with the eight factors of SCL-90 (except terror), and the classmate relationship is positively correlated with the five factors of SCL-90: interpersonal relationship, depression, anxiety, paranoia and psychosis. Table 1 Correlation between SCL-90 factors of junior middle school students and various dimensions of class environment (R value) (omitted)
Note: * p < 0.05, * * p < 0.0 1.
2.2 Regression Analysis of Class Environment on Various Factors of Mental Health Analysis of the scores of students of different genders and grades in My Class questionnaire and SCL-90 shows that there are significant gender and grade differences in some class environment dimensions and SCL-90 factor scores. Therefore, using the method of multi-level regression analysis, taking nine factors of SCL-90 as dependent variables and five dimensions of the class environment scale as predictive variables, we first put gender and grade into the equation to control, and then put five dimensions of the class environment scale into the equation to investigate the influence of class environment on mental health after controlling gender and grade, as shown in Table 2. As can be seen from Table 2, after controlling the role of gender and grade, the F value reached a significant level after being put into the five dimensions of the class environment, indicating that the class environment still has a significant predictive effect on the nine factors of SCL-90. The teacher-student relationship in class environment has a significant negative predictive effect on six factors: somatization, interpersonal sensitivity, depression, terror, paranoia and psychosis; the learning burden in class environment has a significant positive predictive effect on eight factors of SCL-90 (except terror); the classmate relationship in class environment has a significant negative predictive effect on interpersonal sensitivity, while the influence of order, discipline and competition on students' mental health is not significant. Table 2 Regression analysis of SCL-90 factor and five dimensions of class environment of junior middle school students (omitted) Note: * P < 0.05, * * P < 0.0 1.
3 discussion
In this study, the class environment refers to the environment perceived by students, not the objective class environment. Although some scholars regard the class environment perceived by the whole class as an objective class environment indicator to examine the influence of the objective class environment on students' development [4-5], this study only examines the influence of the subjective class environment perceived by students on mental health. In the history of psychology, the gestalt psychologist Kaufka once divided the environment on which behavior depended into geographical environment and behavioral environment. The former is the actual environment, and the latter is the environment in one's mind or imagination. Human behavior is mainly determined and regulated by the behavioral environment [8]. Humanistic psychologists also emphasize that individual behavior mainly depends on his perception and view of the world [9]. Therefore, the class environment perceived by students may be more important to students than the objective class environment. This study shows that different dimensions of class environment have different effects on students' mental health. The teacher-student relationship and classmate relationship in class environment are negatively correlated with many SCL-90 factors, which shows that students who feel good teacher-student relationship and classmate relationship are psychologically healthier; There is a significant positive correlation between the learning burden and the eight factors of SCL-90 (except fear), which shows that the heavier the learning burden is, the more psychological problems there are. There is no significant relationship between order, discipline and competition and mental health. The results of regression analysis further prove that teacher-student relationship, classmate relationship and learning burden have important influence on students' mental health. This result is consistent with Lou Wei Qun's research on the stressors of senior high school students, that is, social interpersonal relationship, sexual development pressure, study and study pressure are the most important stressors of senior high school students, and they are also closely related to mental health. The results of this study are of great significance to junior high school students' mental health education. First of all, we should strive to create a good school and class environment. The "school-based guidance" proposed by the Education Department of Hong Kong aims at "creating a positive, mutual-help and caring environment for schools, so that every student can learn and grow in this harmonious atmosphere". Some scholars in Chinese mainland also put forward "the whole class participates in counseling mode" [1 1], taking creating "growing environment" as the basic work goal of school psychological counseling. Good relationship between teachers and students and classmates is an important "growth environment" that affects students' development. Secondly, it is necessary to reduce students' schoolwork burden and junior high school students' stress perception. This study shows that students' perceived learning burden has a very significant negative impact on mental health. Foreign studies also show that stress perception has greater influence on mental health than objective stress [12]. Schools should actively cultivate students' optimistic attitude towards life, improve students' ability to understand social support and self-efficacy, and change unrealistic stress perception, so as to improve students' stress coping ability and promote mental health.
Study on the use and destination of lucky money
It is a traditional custom in China to give lucky money to children during the Spring Festival, which embodies the emotional communication between the elders and the younger generation. Recently, the use of "lucky money" for primary and secondary school students has become one of the focus issues of various media. With the continuous improvement of people's living standards, the lucky money is also rising, ranging from several million to tens of thousands. How to make good use of "lucky money" has become a topic of concern to parents, children and society. Saving money in the bank, paying tuition fees, subsidizing parents' families, buying school supplies and offering love to the society are the main destinations of lucky money. However, it is worrying that a few students spend their lucky money on extravagant banquets, playing games all night, buying snacks and choosing expensive toys. At present, Beijing is carrying out "civilized etiquette" education activities in depth. Combined with the requirements of "Top Ten Civilized Images of Primary and Secondary School Students in the Capital" and "Olympic Education", around the problem of how to make good use of lucky money, the following initiatives are issued to primary and secondary school students and friends in the whole region:
First, add a green color to the city. On the eve of Arbor Day, young students and friends can donate some lucky money to plant a tree, add a little green to Fengtai and contribute to the "Green Olympics" in Beijing.
Second, offer a love for the elderly. We should carry forward the fine tradition of respecting and loving the elderly. We can use holidays to send a small gift to the elderly with a small lucky money, do a good deed, do a practical thing and express our love to the elderly.
Third, give parents a gift. The kindness of parents is more important than Mount Tai, and filial piety is the traditional virtue of the Chinese nation. Young students should pay attention to expressing their filial piety to their parents. They can buy a small gift for their parents with a small sum of lucky money or make a meaningful gift by themselves, so that their parents can show happy expressions and get a surprise.
Fourth, offer a love for poor students. In poor and backward areas, there are many peers around us who need our care. They are out of school because of poverty, but they also have a desire to go to school. They donated their love and hope project with small lucky money, and carried out "one-on-one" and "hand in hand" activities to cultivate the spirit of helping others.
Fifth, manage a fortune for yourself. Students should take good care of lucky money, establish a correct concept of financial management from an early age, cultivate good financial management habits, and learn to be "masters" from an early age. You can set up a small account, manage the lucky money well, live within your means, spend it where it is spent, pay attention to thrift and accumulate wealth; You can participate in the education fund reserve to prepare for future education; You can invest in stamp collecting, books, calligraphy and painting. Cultivate good and healthy interests.
Young students and friends, lucky money can be used in many meaningful places, not just above, such as: buying electricity-saving and water-saving equipment for families and saving energy; Use this money as tuition, living expenses during school and the cost of attending extracurricular interest classes; Pay attention to public welfare undertakings. In short, we should make good use of lucky money, "start from me, start from small things, start from now", and gradually develop noble ideological quality and good moral sentiments. I hope that students can reasonably and correctly use the "lucky money" for meaningful things, inherit the traditional virtues of thrift, and strive to be "patriotic, law-abiding, honest and polite" modern citizens!
A Study on the Differences between Chinese and Western Education
At present, China's educational model is still based on that of the former Soviet Union, with a recent article on "shaping" education as the core. The state shapes universities according to unified standards, which leads to "one thousand schools on one side"; Universities also shape students according to the unified requirements, resulting in "one in ten thousand"; Parents of students mold their children according to their own values, demanding that their children become "Jackie Chan" and "common customs", thus making them lose their ideals; Teachers in primary and secondary schools require students to be in place according to the standards for entering higher schools, which makes students lose interest and choice. In a word, the guidance of the educational concept with "shaping" as the core has seriously restricted people's thoughts and actions, thus making education lose its vitality and creativity, and the concepts of "one exam will determine life" and "only fraction theory" have penetrated into all walks of life.
The concept of western education is not the same. Growth education is the core of western educational ideas, which runs through the whole process from children to graduate education. In western countries, parents' education of their children is open-minded and in line with natural development. They almost never interfere with children's interests, let alone force them to do or not do anything. They attach great importance to their children's self-cultivation and want them to know that everything depends on their own strength. In middle schools and universities, students choose what school to study, what major to study, when to graduate and what kind of occupation to engage in, all of which are decided by themselves, and no one can interfere with their free choice.
The growth education in western countries is deeply influenced by Rousseau's educational theory. Rousseau was an outstanding thinker and educator during the French Enlightenment in the18th century, and the founder of modern child psychology and modern educational theory. At the same time, Rousseau is the founder of naturalism education, and naturalism education theory is the core of all his education theories. He believes that the education of children must follow the requirements of nature and conform to human nature. Adults can't ignore children's characteristics, force children to receive so-called education that goes against nature according to tradition and prejudice, and interfere with or restrict their free development. Starting from the theory of natural education, he opposes studying hard, instilling knowledge and "encouraging students to learn", and advocates that teaching should adapt to the characteristics of students and mobilize their initiative and enthusiasm for learning.
Comparing Chinese and western educational ideas, the most fundamental thing is the difference in the source of educational ideas, which is the root of exam-oriented education in our country and the fundamental reason for the lack of outstanding talents in our country. At the turn of the century, famous French scholars in different disciplines proposed to create "education without authority and punishment" in a discussion about the educational structure. This is one of the new directions of education development in the world, and we should be inspired by it to let our children return to their nature.