Abstract
This research focused on the relationship among family’s social economic status (SES), parenting style and psychological suzhi of middle school students. The results indicated that SES has significant positive correlation with middle school students’ psychological suzhi; parenting style significantly predicts psychological suzhi of middle school students; among them, mother’s emotional warmth and father’s emotional warmth significantly positively predict psychological suzhi; mother’s rejection and father’s over protection significantly negatively predict psychological suzhi. SES not only has independent prediction effect on middle school students’ psychological suzhi, but also positively predicts psychological suzhi through father’s emotional warmth and mother’s emotional warmth by intermediary role.
Highlights
Psychological suzhi is the localized concept put forward under the background of quality education in China
Based on the above analysis, this study attempts to examine the internal mechanism of the relationship between social economic status (SES) and middle school students’ psychological suzhi, namely the intermediary effect of parenting style on SES and middle school students’ psychological suzhi
The results showed that the classification effect of SES was significant (F = 68.15, p < 0.001); subsequent multiple comparisons showed that psychological suzhi of low SES group was significantly lower than that of middle SES group (t = 6.69, p < 0.001), and psychological suzhi of middle SES group was significantly lower than that of high SES group (t = 9.23, p < 0.001)
Summary
Psychological suzhi is the localized concept put forward under the background of quality education in China. (2015) The Relationship between Family’s Social Economic Status and Psychological Suzhi of Middle School Students: The Intermediary Effect of Parenting Style. The differentiation of family’s social economic status can have an important impact on the development of youngsters. The family’s social economic status (SES) refers to the hierarchical ranking of according to the valuable resources obtained or controlled by family (such as education, occupation, family income, etc.). It reflects the individual’s difference in obtaining real or potential resources [4]. Based on the above analysis, this study attempts to examine the internal mechanism of the relationship between SES and middle school students’ psychological suzhi, namely the intermediary effect of parenting style on SES and middle school students’ psychological suzhi
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