The Relationship Between Shyness,Self-identity And School Adjustment Among Senior High School Students

School adjustment is an important indicator affecting the students’ physical and mentalhealth. For high school students, school adjustment has important influence on the developmentof their academic and other aspects. There are complex factors that can affect school adjustment,among which personality is a very important factor. For high school students who areexperiencing adolescence stage, the factors like physiological growth, youth’s stirring, theawakening of self consciousness, are making individuals in this stage more likely to showshyness. Shyness in the moderate range has little effect on individuals, but excessive shyness cannegatively influence individual’s adaptation and development. The high school stage is also acritical period for the development of ego identity. Forming appropriate ego identity can bringprofound influences on individual’s development. In view of this, this study plans to take highschool students as research subjects, to investigate the linkages between shyness, self identityand school adjustment.This research elaborated the concept and measurements of school adaptation, shyness, andego identity, reviewed their relationships with each other as well as the existing research resultsand so on. Based on those review, the current study uses the "School adaptation behavior scale"established by Merrell, translated and revised by Fang Xiao yi, the "Middle school studentsshyness scale" developed by Chen Ying min, and the "Self Identical Condition Questionnaire"revised by Zhang Wen xin the. A total of763students from two different high school ofparticipated in this questionnaire investigation. Results shown that:(1) On the whole, school adjustment of high school students is in the middle upper level.School adjustment has school, grade, gender and urban/non urban significant differences. Inwhich the key middle school students ’ social ability and anti social behavior reflects on theschool adjustment are better than the students from ordinary schools; the Grade3senior highstudents’ social ability and the anti social behavior are better than Grade2and Grade1students.With regard to gender, girls’ social ability are obviously higher than the boys’, but in the antisocial behavior of girls’ are obviously lower than the boys’; The urban high school students’social ability is better than urban high school students.(2) High school students ’ shyness is negatively correlated with social ability; and ispositive correlated with identity diffusion, early identity closure, identity delays, and isnegatively correlated with identity obtains; high school students ’ identity diffusion, early identityclosure is negatively correlated with social ability, identity delays, identity obtains is positively related to social ability, identity diffusion, early identity closure, identity delays is positivelyrelated to anti social behavior, identity obtains is negatively related to anti social behavior.(3) Shyness can directly and indirectly affect social ability. Identity diffusion, identitydelays and identity obtains have partial mediator effect on the relationship between shyness andsocial ability of high school students.