Research (2011): Two scholars from the college of Clothing and Textile, Liaoning University of China analyzed students’ attitudes towards wearing uniforms. At present, there has three mainly consist types of Chinese primary and middle school students’ attitudes towards wear uniforms.

Abstract: In order to understand the root cause of the contradiction between the Chinese school uniform system and students’ attitude, from the quality of school uniform and students’ psychological attitude towards school uniform, the psychological expectation of three aspects of random sampling survey, using electronic statistical software to conduct detailed research and analysis of the survey results.

Key words: Student uniform; Psychological; status; quality

Nature simple type attitude:

this type of student community has a dependent factor, hot affection factor and the characteristics of dissatisfactory factor, one of the most prominent feature is the around but accept people’s opinions on the choice of clothing, including parents, relatives and the school, such students have the characteristics of the very essence of teenagers, in their limited attention, Clothing (including school clothes) has not yet become a significant point of interest in their lives, in terms of clothing choice and aesthetic preferences

To a large extent, he has not yet freed himself from dependence, influence, and arrangement on his parents and those around him. Therefore, their attitude towards student clothes shows “no intention to pay attention”; The natural attitude of “wear what parents choose” and “accept what the school custom-made student clothes”. In this random survey of 224 students, 66 students belong to this group. About 29.5% of the total sample. It can be seen that the clothing of the students will become one of the important contents of the aesthetic of young people’s clothing, and the level of its comprehensive quality will also have a profound impact on the shape of students’ aesthetic concept of clothing.

Passionate Attitude:

This student group is passionate about budding youth. Sensitive to aesthetic taste and psychological performance make them have independent, individual and distinctive requirements for clothing. For example, they like “characteristic student clothes”, “beautiful clothes”, “choose clothes by themselves”, “unusual clothes” and even “envy Japanese and Korean student clothes”. They like student clothes, but the clothes they like are clothes that can meet their psychological growth and change. They prefer color, style, material and match more mature and perfect student style. Of the 223 students randomly surveyed, 69 fell into this group. About 30.5% of the total sample. It can be seen from this that the foresight of this part of teenagers on the aesthetic of clothing indicates that the teenage age is the key period for the formation of the aesthetic sense of clothing, and the students’ clothing just becomes the important carrier for the correct guidance and inspiration of this aesthetic sense.

Passive and indifferent attitude:

this kind of student group shows different degrees of “dislike, don’t cherish, not happy, dispensable” and other special points, they have a passive and indifferent mentality to the student clothes, which mainly reflects the indifference mentality or disappointment mentality of teenagers towards the student clothes. When wearing clothing with a certain sense of belonging fails to bring them psychological satisfaction, such as group sense of honor, pride, and beauty, their psychology will be hurt, and the continuation of this injury will lead to students’ attitude towards the clothes to be indifferent, tired, and even rebellious and resistant feelings [3]. Of the 223 students randomly surveyed in this study, 89 students belong to this group. Accounted for 4 0.0% of the total sample. It can be seen from this that the youth stage is the key period for the aesthetic cultivation and guidance of clothing, and the root of the contradiction between the student dress system and the students’ dress psychology is the student dress itself.

2. Analysis of the survey results of the current situation of student uniform

2.1 Comparison and analysis of current situation and expectations of styles

The style of student attire is an important component factor of student attire cultures.according to the function and practicality of clothing and combining with the common styles of student attire at present, the style of student attire is summarized into three types: “sportswear”, “uniform” and “formal dress”, and the investigation and comparative analysis of current and expected values are carried out. The results are shown in Figure 1. According to the results of the current investigation, 72.0% of students own sportswear, 17.8% of students own dress-made style, and only 5.0% of students own formal style. 5.2 % of the students own more than two styles of student clothes. However, in the subsequent survey of “My Favorent Student Clothing Style”, we found that the expectation value of the other two styles had increased to different degrees except the expectation value of sportswear, and nearly 50.0% of the students hoped to have other styles of student clothing. This phenomenon shows that sportswear can not replace all student clothes, but sports function and loose features are still the indispensable functional requirements of teenagers’ clothes.

2.2 Comparison and Analysis of Collocation Form Current Situation and Expectations The collocation form of clothing is the comprehensive embodiment of clothing design.

By adjusting it can be seen that 90.2% of the students adopt the “only with outer cover” student outfit combination and matching pattern before the eyes; As shown in Figure 4, 46.3 percent of the students chose “multi-level and multi-accessory combination and matching form of student clothes” in the “I like matching form of student clothes”. In addition, according to a statistical report on 433 primary school students’ uniforms, 67.8% of them hope that students can wear shoes and hats to match them, nearly 40.0% of them hope that the uniforms can be marked with school marks, and 46.4% of them hope that zippers rather than buttons can be used on the caramels [4]. It can be seen that the student’s requirements for the completeness of the collocation form of student clothes have been greatly improved, and the overall group and matching of student clothes should also be more mature and perfect.

2.3 Analysis of Vulnerable Parts of Student Clothing In the wearing process of student clothing, its vulnerability and color fastness directly affect the wearing life of student clothing.

As can be seen from Figure 5, the wear ratio of the elbow is significantly higher than other damaged parts, which indicates that the wear resistance of the fabric is poor. In addition, the crotch damage mainly lies in the crotch sewing fastness is not enough. Therefore, students should pay attention to the choice of materials toughness and wear resistance of materials; The characteristics of lively and active teenagers should be fully considered in the process design, and the sewing fastness should be increased in some key parts, such as armhole and crotch sewing, etc. In addition, in the design of specifications, we should also fully consider the addition of relaxation to meet the needs of style and movement comfort.

conclusion

Through the investigation and analysis of the dress psychology and attitude of the primary and middle school students, it can be seen that the aesthetic concept of dress of the primary and middle school students is in the key period of enlightenment, cultivation and training. About 60% of the students accept or love the school uniform among the three attitudes of the students, and 40% of the students treat the school uniform indifferent and passive for various reasons. This is the contradiction between students and school uniforms. From the perspective of the psychological development characteristics of adolescents, the main reason for this attitude is that school uniforms, as a carrier of clothing aesthetics, fail to give students a sense of beauty, honor and pride. In fact, the comparative survey results of the current situation of school uniforms for primary and secondary school students and their psychological expectations for school uniforms prove that, The current campus clothing from the style design, color design, fabric design, level of collocation, or all aspects of the technology fastness are far from meeting the students’ psychological and physical needs standards, many areas of school uniforms are still in the state of a sports wear four seasons. It can be seen that the contradiction between students and school uniforms is not the problem of the school uniform system, but the quality of school uniforms themselves. The wearers of school uniforms are students. The design and production of school uniforms should be based on the characteristics of students’ psychological and physical health needs. It is the responsibility of enlightening, cultivating and guiding students to establish a good aesthetic concept of clothing, rather than the wishful thinking of adults, or simply copying the model of school uniform system.

In view of the above research conclusions, this study strongly calls for the relevant national departments to establish the campus clothing quality evaluation system as soon as possible and strengthen the campus clothing market legislation mechanism. In order to ensure that the school clothing truly become a good partner to accompany the healthy growth of children’s body and mind.