The Relationship Among School Adjustment, Social Support And Self-efficacy Of Students In Gong-Du School

As an important standard to measure the mental health of students, school adjustment will not only affect their health development, but also their social adjustment. Especially for the gong-du students, it's important to understand their characteristics of school adjustment, in order to provide theoretical and practical basis in the future.Based on the analysis in the literature, interviews and open questionnaire, the Gong-du School Adjustment Questionnaire (GSAQ) was created. The research was administrated by 647 students from Henan, Shanghai, Beijing and Taiyuan gong-du school with PSSS, GSES and GSAQ. The research investigated the characteristics of school adjustment and the relationship among the school adjustment, social support and self-efficacy by way of independent-sample t test, Variance analysis, correlation analysis and regression analysis. The conclusions are following:Firstly, the GSAQ has reasonable reliability and validity, which are divided four factors: regulation, school attitude, peer relationship and learning condition.Secondly, the overall school adjustment of gong-du students are well, regulation factor is worse than others.Thirdly, there are significant differences in terms of area, gender, grade and family sources while there are no significant differences in terms of family structure.Fourthly, school adjustment of gong-du students have a positive relation with social support and self-efficacy.Fifthly, teacher support, new peer support and self-efficacy can significant predict the school adjustment.Lastly, efficacy plays a significant mediatory role between teacher support and school adjustment, and do the same role between new peer support and school adjustment.