Research On The Developmental School Adaptation Of Junior High School Students And Its Relationship With Psychological Resources

Developmental school adaptation is defined as a relatively stable state formed by students after school education,personal learning,interpersonal communication,class participation and practical activities,which has positive developmental characteristics and is of great significance to the healthy growth of adolescents.Empirical research on developmental school adaptation can make up for the shortcomings of evaluating school adaptation from the aspects of academic failure,interpersonal conflict,and compliance with rules,and does not have positive feedback value.In addition,the relationship between psychological resources and school adaptation has been closely watched by the education community.Based on the research basis of school adaptation,this study compiles a questionnaire on developmental school adaptation for junior high school students,and examines the relationship between psychological resources and developmental school adaptation.This study mainly includes three parts: study 1,combined with literature combing,interviews and open questionnaires,etc.,to compile junior high school students’ developmental school adaptation questionnaire,and conduct exploratory and confirmatory factor analysis to test its reliability and validity.Study 2 surveyed 850 junior high school students using a self-compiled developmental school adaptation questionnaire for junior high school students to understand the general status quo and differences in different individual variables.Study 3 examines the relationship between developmental school adaptation and psychological resources of junior high school students,explores the mechanism of environmental resources,individual resources and developmental school adaptation,and uses potential profile analysis techniques to further explore the performance of different types of psychological resources in developmental school adaptation.The study concluded the following:(1)The self-compiled Junior High School Students’ Developmental School Adaptation Questionnaire has a total of 32 items,using 5 points,including 6dimensions of curiosity,ambition,interpersonal connection,interpersonal maturity,healthy life and school identity.(2)The self-compiled questionnaire had good reliability and validity,and was moderately correlated with school standard validity,prospective adaptation and life satisfaction,and had cross-gender and cross-grade measurement equivalence.(3)The overall level of adaptation of junior high school students’ developmental school is better,showing the characteristics of obvious interpersonal connection,poor learning and learning,and the overall level decreases with the increase of grade.(4)Developmental school adaptation differs to varying degrees in gender,grade,whether or not to serve as a class leader,parents’ marital status,and academic self-evaluation.Among them,parental marital status and academic self-assessment were the main individual variables affecting the developmental school adaptation of junior high school students.(5)Compared with environmental resources,individual resources are more closely related to the developmental school adaptation of junior high school students.Psychological resources can positively predict the developmental school adaptation of junior high school students,and environmental resources can affect the developmental school adaptation of junior high school students through individual resources.(6)Compared with senior students,younger students are more likely to enter the low psychological resource group;Compared with students with low-level academic self-assessment,students with intermediate academic self-assessment are more likely to enter the high-psychological resource group.Psychological resources are integrated,and the adaptive level of developmental schools for junior high school students with high psychological resource groups is significantly better.