The Feature Of Junior School Students’ Time Management Tendencies And Social Adaptability And The Relationship Between Them And Academic Record

Time management and social adaptability was of great significance to personal mental health and academic development, but majority existing research focused on college students and secondary school students, it was relatively few research on junior school students, especially on left-behind and floating junior school students’ time management tendencies and social adaptability. Given this, this paper studied time management tendencies and social adaptability’s feature of junior school students from three family sources(city, left-behind and floating students).It further discussed the relationship between time management tendencies and social adaptability and academic record’s effect on their relation.This study selected junior school students from 4 different types of school in Chongqing. We used two questionnaires, Adolescence Time Management Disposition Scale(ATMD) and Children Social Adaptation Scale(CSA) to survey 1314 students of the first grade, the second grade and the third grade junior middle school. The study results were as follows:1. Generally speaking, it was above average on junior school students’ time management tendencies level. In gender, girl’s time management tendencies total scores and every dimension scores were obviously higher than boys. In grade, it was a great gap that the first grade’s students is higher than the other two grades in time management tendencies total scores, time control and time efficacy, but no obvious differences in time value. In the same way, there was a significant family sources difference but no obvious rules. In family sources, city students’ time management tendencies total scores, time control and time efficacy were obviously higher than left-behind and floating junior school students, but left-behind students’ time value was obviously higher than city students, city students was obviously higher than floating students.2. As a whole, it was above average on junior school students’ social adaptability level. It was no obvious sex differences on social adaptability total scores, but girl’s test grades higher than boy’s in one factor of social vigor. It was no obvious grade differences on social adaptability total scores, but it was a great gap that the first grade’s students is higher than the other two grades in autonomous learning, social identity and social vigor, at the same time, the first grade’s students is obviously lower than the other two grades in independent living. It was no obvious family sources differences on social adaptability total scores, but city and floating students were higher than left-behind students in learning and school adaptability, city students is higher than left-behind students in living and activity adaptability, as well as, city and left-behind students were higher than floating students in social relationship and concept adaptability.3. Overall, it was significant positive correlation among junior school students’ time management tendencies, academic record and social adaptability. We took the grouping relative analysis with dividing different family sources, it was significant positive correlation between time management tendencies and academic record on city and floating students, it was significant positive correlation among time management tendencies, social adaptability and academic record on left-behind students. In total, we found that academic record played part of intermediation between time management tendencies and social adaptability.Aiming at junior school students’ time management tendencies and social adaptability’s development feature and relationship, we proposed educational countermeasures as follows: government should set up good social environment and take social responsibility of supervision; school should encourage teachers to reasonably manage class time and launch time management and social adaptability training course; parents should concentrate on guidance, supervision as its auxiliary function as their educational concept and create harmonious and healthy family atmosphere; students should prevent academic procrastination and establish consciousness of improving time management and social adaptability.