Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (4): 571-578.doi: 10.16187/j.cnki.issn1001-4918.2025.04.13

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The Changes in Students’ Perceived School Climate and Psychological Suzhi during “Rural High School Entering the City” Program and Their Relationship: A One-year Longitudinal Study

NIE Qian1, ZHANG Dajun1, TENG Zhaojun1, LI Ci2, MENG Ran3, FAN Jun4, GUO Cheng1   

  1. 1. Faculty of Psychology/Research Center of Mental Health Education, Faculty of Psychology, Southwest University, Chongqing 400715;
    2. No. 1 Middle School of Wenshan, Wenshan 663099;
    3. Xiao Jie Middle School of E Shan, Yuxi 653201;
    4. Chong Qing Shuang Qiao Middle School, Chongqing 402360
  • Published:2025-07-12

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Abstract: A one-year longitudinal study examined the changes in the perception of school climate and psychological suzhi among students from the 'Rural High School Entering the City’ program. The sample consisted of 1,157 students (Mage = 15.89 years, SD = 0.69) who came from three rural high schools in the 'Rural High School Entering the City’ program in one of the districts in southwest China. The three-wave study (half a year apart) was carried out before and after rural students entered the city. Results: (1) Compared with their perception of school climate before entering the city, their perceived school climate and sub-dimensions (teacher-student relationships, student-student relationships, the fairness of rules, and clarity of expectations) significantly decreased; (2) Students’ psychological suzhi, cognitive quality, and individuality quality were relatively stable before and after entering the city. The trajectory of their adaptability quality was a U-shaped, declining and rebounding; (3) The correlation between students’ perceived school climate and psychological suzhi becomes weaker after entering the city. Students perceived school climate after entering the city had a significant longitudinal effect on their psychological suzhi half a year later. Practical Implications: Improving the school’s objective environment differs from advancing students’ perceived school climate. Educational authorities and school administrators should foster the 'Rural High School Entering the City’ students’ perceptions of school climate by creating warm teacher-student and student-student relationships in the new school, establishing fair rules and regulations, and clarifying school goals and expectations; therefore, promoting the development of students’ psychological suzhi.

Key words: Rural High School Entering the City' program, perceived school climate, psychological suzhi, longitudinal study

CLC Number: 

  • B844
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