Research on the Relationship among Personality, Adult Attachment and School Belonging of Vocational Students

School belonging to students on their schools in recognition and input ideologically, emotionally and psychologically, and willing to take on as the school one of the responsibilities and obligations, that is willing to participate in school activities, so that students feel a school, others considered valuable or a person to become a whole kind of emotion. Adult Attachment individuals with current companion lasting emotional connection; individual a stable tendency to go near his perceived can provide specific objects to meet their physical, psychological sense of security, and to maintain and seek close to the essence of; cognitive School Adult Attachment \. Personality is stable behaviors and occur in individuals who interpersonal process, stable behaviors is refers to the stability of the personality, not with the time and the situations of different and change; occur in individuals who interpersonal process is refers to the place in the individual's internal emotional processes, motivational processes and cognitive processes. Students different personality characteristics will lead to its different look at the problem, especially when they encounter at school in a major life event, personality characteristics indirectly affect their emotional and attachment to the school. Vocational students, their emotions in adolescence undergoing intense change, a large proportion of the demand for intimacy in their life. The Adult Attachment status will affect their self-development and mentality mood subsidiary compliance role will be migrated to the attachment to the school. Based on this, the sense of belonging to the vocational students school, has combed the relationship between personality traits and adult attachment, in order to set forth the characteristics of vocational students sense of belonging and influence factors. In view of this, the study used questionnaires, a sense of belonging in school vocational students questionnaire, personality questionnaires and adult attachment questionnaire administered to 670 college students, a sense of belonging to the basic situation-depth look at vocational high school students school, and trying to explore the relationship between vocational high school students the school a sense of belonging, personality and adult attachment level designed for vocational students school sense of belonging, personality and adult attachment research to provide more information to enrich the domestic research in these areas, further deepen the sense of belonging to the vocational students school characteristics and its understanding on the mental health of vocational high school students to provide more advice and guidance. In this study, using cluster random sampling method, in Shandong Youth Political College (the former Shandong Youth Administrative College), Shandong Agricultural Management Institute, Shandong Women's College (formerly the Chinese Women's College Shandong Branch) three institutions to extract full-time 670 vocational high school students, a sense of belonging in the school questionnaire, intimacy Experience Scale and the Eysenck Personality Questionnaire for measuring tools, mainly through descriptive statistics analysis, correlation analysis, multivariate analysis of variance and regression analysis and other statistical methods get The statistical analysis of data processing. Research and research space for the school a sense of belonging, the study proposed the following assumptions: (1) Vocational students sense of belonging there are gender differences; (2) Vocational students in the school a sense of belonging in grade differences; (3) Vocational student school vest sense of the one-child differences; (4) Vocational students sense of belonging to the differences between urban and rural areas; (5) Vocational students sense of belonging by the students' parents situation; (6) vocational high school students the school a sense of belonging with the student's level of adult attachment there is a significant relationship; (7) Vocational student school sense of belonging with the personality of the students there is a significant relationship; (8) the spirit of the quality of vocational students and evade attachment level can significantly negative sense of belonging to predict school status. This study the following conclusions: (1) school vocational students a sense of belonging is generally low, the need to attract the attention of the society, schools and individual students to strengthen the sense of belonging to the culture of good school; (2) Vocational schools students a sense of belonging relatively consistent level, there is no difference in variables such as gender, professional, urban and rural residence; (3) schools of vocational students a sense of belonging to the grade differences, a sense of belonging level increases with the grade downward trend, but close to graduation strong sense of belonging; (4) school vocational students a sense of belonging on whether the one-child variable differences, a sense of belonging is higher than the one-child only child's school; (5) school vocational students a sense of belonging to their personality, school a sense of belonging and neuroticism, psychoticism was significantly negatively correlated; (6) school vocational students a sense of belonging to their adult attachment related to the school a sense of belonging and anxiety attachment avoidance attachment was significantly negatively correlated; (7) the spirit of vocational students qualitative level and avoidance attachment dimensions can significantly negative to predict school sense of belonging, and that the higher the level of psychoticism vocational students and avoidance attachment dimension score the higher vocational students, the worse their school sense of belonging to the situation.