In order to better understand the current situation of junior middle school students’ sense of social responsibility and to grasp the influencing factors of junior middle school students’ sense of social responsibility, we used the Ques tionnaire on Social Responsibility of junior middle school Students ( QSRJMSS ) to investigate and assess the responsibility data of 569 students in five middle schools in Anhui Province. We conclude that junior middle school students have a poor sense of social responsibility (For example, on the question “daily self-study time”, “willingness to exercise”, “willingness to undertake house hold chores”, “awareness of community service”, “willingness to give way to the elderly on the bus”, “awareness of water conservation”, “awareness of the view that the rise and fall of the world is the responsibility of everyone” answers to seven questions , such as active consciousness weak, complete quality is poorer). We have concluded through quantitative research that there is a correlation between the cultivation of junior middle school students’ sense of social responsibility and the education level of their parents, and a close relationship with the education level of their mothers. On this basis, we advocate: attaching importance to women, improving the overall cultural and moral quality of women, improving the social status of women, and laying the foun dation for enhancing the social responsibility of social groups.
For a long time, the exam-oriented education of students in the test-based education environment has seriously lagged behind. In 2017, The State Council of the People’s Republic of China called for strengthening and improving ideological and political education in the new situation opinion, with special emphasis on social and legal construction and education on the sense of social responsibility. The secondary school period is an important period for students to form their view of the world, life and values, and their ability to think, understand, think and innovate takes its initial shape with the development of adolescence. The key to the success of socially responsible awareness education lies in the middle school years, the importance of which cannot be overstated. Some scholars believe (Huang et al., 2016; Chen, 2020) that the cultivation of social responsibility from individuals can shape the psychological quality of body stability and realize the noble sentiment of individuals to actively take social responsibility or help others. Other scholars believe (Zhang, 2018) that the cultivation of junior middle school students’ sense of social responsibility can implement junior middle school students’ awareness of social responsibility and responsibility cognition, and achieve consciousness of action. Cultivating junior middle school students’ sense of social responsibility is a social responsibility and social obligation for schools at the junior middle school stage.
Most studies on social responsibility have focused on the connotation and extension (Huang et al, 2016; Zhang, 2018), lack of existence (Ye, 2014; Zhang, 2017, 2019) and problem attribution (Zheng, 2014; Su & Shan, 2018) on these three aspects. The foreign ideological and moral education is called invisible education, which was proposed by Jackson, and its “hidden curriculum” has an important influence on the cultivation of citizen responsibility (Rowe, 2000). In general, there are relatively few studies on the factors influencing junior middle school students’ sense of social responsibility, and there is a lack of quantitative studies on them, which is exactly where this study will be launched.
China is in a period of advancement in the full implementation of socialist core values, Social responsibility is not only the ethical basis for practicing socialist values, but also an important cornerstone for the construction of socialist legal system. In the face of the strong promotion of exam-oriented education, there are deficiencies and shortcomings in the education of social responsibility awareness among junior high school students in our department. In order to better promote and implement the State Council’s opinion on strengthening and improving ideological and political education under the new situation. Our subject group conducted a survey on the current situation of social responsibility for middle school students in Anhui, to understand and find out the problems and development bottlenecks of social responsibility awareness education for middle school students, and to provide data support for the government to deepen the reform of social responsibility training for middle school students.
The next part of the article is structured as follows: the first part focuses on the tools used to collect data and the basic information about the collected data; the second part focuses on the main results; and finally, the discussion part analyzes the possible causes of the problem and related suggestions.
Students from five middle school in Anhui were selected, and questionnaires were administered randomly at the entrance of the schools, when students were released from school. These five junior middle schools cover 2 model schools and 3 general schools. The students coming from both rural and urban areas, and the data of the study are representative to some extent.
To ensure the quality of the research, six graduate students in psychology and health management were selected to undertake all the work of the research. Before the research, the investigators were given uniform training to clarify the purpose of the research and the research methods. Questionnaires were conducted under the condition of informed consent of the respondents, and small gifts were given after completing the questionnaires. The study was reviewed by the ethics committee of Anhui Medical University and met the ethical requirements.
QSRJMSS is used to investigate the status of secondary school students’ social conscience. The questionnaire is designed by combining the perspectives of self- responsibility, others’ responsibility, collective responsibility and human responsibility. The survey on the awareness of responsibility includes “Question 1: Daily time for self-study”, “Question 2: Willingness to keep exercising”, “Question 3: Willingness to undertake household chores”, “Question 4: Awareness of community service”, “Question 5: Willingness to give way to the elderly on public transport”, “Question 6: Awareness of water conservation”, “Question 7: Awareness of water conservation”, The questionnaire passed the reliability test (Cronbach’s α coefficient of 0.78).
For each question, answer A indicates a strong sense of initiative, high quality of completion, and an obvious sense of responsibility; answer B indicates an average sense of initiative, average quality of completion, and an average sense of responsibility; answer C indicates a weak sense of initiative, poor quality of completion, and a poor sense of responsibility.
The basic information includes gender, whether the child is an only child, the grade level and the education level of both parents.
SPSS19.0 software was used. Count data frequencies and statistical indicators were described, and χ2 test was used to analyze the count data; P values were all two-sided probabilities, with P < 0.05 as a statistically significant difference (Sun et al., 2020a, 2020b, 2020c).
A total of 600 questionnaires were distributed and 569 valid questionnaires were recovered, the effective recovery rate: 94.83%, of which, 280 were male and 289 were female. The proportion of only child is 57.8%. Age were 12.90 ± 0.919. The detailed characteristics are shown in
The overall level of education of the students’ parents is low (
There were significant gender differences in the responses to the questions “willingness to keep exercising”, “awareness of community service” and “awareness of water conservation” in terms of “positive, fair and weak”. Middle school students who answered the questions “Time spent on self-study every da”, “Willingness to keep exercising”, and “Willingness to take care of household chores” were “active”, There was a significant difference in the choice of whether or not the child was an only child in terms of “average and weak”. There were significant
| Demographic indicators | Number | Constituent ratio (%) | |
|---|---|---|---|
| Gender | Male | 280 | 49.2 |
| Female | 289 | 50.8 | |
| Are you an only child | Yes | 329 | 57.8 |
| No | 240 | 42.2 | |
| Grade | 7th grade | 271 | 47.6 |
| 8th grade | 83 | 14.6 | |
| 9th grade | 215 | 37.8 | |
| Mother’s educational level | middle school and below | 308 | 54.1 |
| High School | 145 | 25.5 | |
| University | 101 | 17.8 | |
| MA and above | 15 | 2.6 | |
| Father’s education level | middle school and below | 238 | 41.8 |
| High School | 180 | 31.6 | |
| University | 126 | 22.1 | |
| MA and above | 25 | 4.4 | |
grade differences in the responses to the questions “time spent on self-study each day”, “willingness to keep exercising”, “willingness to perform household chores”, and “willingness to participate in community service”. There were significant grade-level differences in the choices of “active, average, and weak” among middle school students. There were significant differences in the responses of middle school students to questions related to social responsibility based on their mothers’ educational level. With the exception of the questions “Awareness of water conservation” and “The rise and fall of the world is the responsibility of everyone”, there was a significant difference in the father’s education level on the middle school students’ responses to the questions related to social responsibility. Detailed information is shown in
79.94% of only children spent more than 2 - 3 hours of self-study per day on average, 69.17% higher than non-only children; the self-study time of middle school students was correlated with grade level; the lower the education level of parents, the longer the self-study time of middle school students.
Relatively few students currently adhere to self-exercise, accounting for only 9.31% of the students studied, and the proportion of girls who adhere to self- exercise is 10.03% significantly higher than that of boys 8.57% (χ2 = 21.40, P < 0.01). The proportion of only children who adhere to self-exercise 10.94% is significantly higher than that of boys 7.08% (χ2 = 13.58, P < 0.01). Self-exercise is negatively correlated with grade level. The lower the education level of the parents, the stronger the habit of self-exercise among middle school students.
Among the surveyed middle school students, 66.67% of non-only children took the initiative to undertake household chores significantly more than 56.53% of only children; the percentage of middle school students who took the initiative to undertake household chores was slightly higher in the lower grades than in the higher grades, and the percentage of middle school students who took the initiative to undertake household chores was relatively lower the lower the education level of their parents. Research data on community service shows that the proportion of girls actively participating in community service during holidays is slightly higher than that of boys at 87.54% than 80% (χ2 = 9.41, P < 0.05). A slightly higher percentage of junior middle school students in the lower grades volunteered for community service than in the upper grades. The higher the education level of the parents, the higher the percentage of junior middle school students who actively participate in community service.
Research data on human responsibility shows that a relatively low percentage of students in the study (accounted for only 8.43%) actively gave up their seats for the elderly on the bus, which is clearly correlated with the education level of their parents. The results of the research on the awareness of water conservation and taking the world as your duty showed a weak sense of overall responsibility consciousness, and also showed a correlation with the mother’s education level, The more educated a mother is, the greater her sense of responsibility is relatively high.