The Study Of The Predictors And Protect Factors Of School Adjustment For Younger Primary Students

School adjustment is about the development condition on childrens' academicperformance, interpersonal and so on at school, it means the interaction betweenchildren's individual characteristics and the requirements of the school environment.As earlier as identification and intervention of school maladjustment is conducive tochildren's school adjustment. On the one hand, educators should realize the earlypredictive factor of school adaptation, use a simple and efficient tool for evaluation,then they can identify the children who are difficult to adapt to school as early aspossible, and give more attention to prevent the potential risk from practical problems.On the other hand, we should look for protective factors to promote their developmentfor the children who have risks to explor target prevention programs. Then this studyexplores the early predictive factor of school adaptation and protective factors for thechildren at risk with a longitudinal study. In order to provide the technical support tothe educators of educational practice.Study1, choose the individual test to explore the early predictive factor of schooladaptation of the primary students. Use the School Readiness TestBattery-Comprehensive Version(SRTB-CV)to test the349incoming children, thenevaluate their adaptation to school with a variety of indexs when they were GradeTwo. Invest the effects of school readiness to school adjustment with the methods ofVariable-center and Individual-center. The study finds:(1) There is gender differencein children's school readiness and school adaptation. Overall, the level of developmentof girls is better than boys.(2) The total score of five areas of school readiness predictthe children's their records and positive social adaptation positively(.3)The record ofApproaches Toward Learning Approaches predicts their attitude to school dependently.The scores of Approaches Toward Learning Approaches and Cognition and GeneralKnowledge predict academic performance together. The scores of LanguageDevelopment Language and Social and Emotional Development predict positivesocial adaptation together.(4)According to childrens' school readiness, they can bedivided into three types: the first is good on five areas, the second is poor on Socialand Emotional Development and Physical Well-Being and Motor Development, thethird is bad on five areas. Further study finds that the second type of school children issignally better than the third on the attitude to school,the first and the second type arebetter than the third type on school record and social adaptation, there is no differencebetween the first and second types.Study2, although study1finds that under the model of Kagan's, the level ofchildren's school readiness is effective to predict the children's adaptation to theschool, some tests waste too much time and energy. So this study is to explore thepredictive factors of the younger primary students' adaptation to school using theevaluation of their parents. It is as the follow: at the beginning of school, we testchildren's school readiness with the parents questionnaire, then use several indexs to evaluate their adaptation to school at the former semester of the second grade toexplor the prediction of school readiness. It finds that:(1) Children's gender,temperament and family socio-economic statue has some effect on the level of schoolreadiness of children. Children's gender affects the positive qualities, girls have muchmore than boys. Compared to the children with other temperament types, withdrawalchildren shows higher withdrawal risk, lower discipline risk and positive qualities.Approach children show more discipline risk, lower withdrawal risk and poorerself-control. Compared to approach children?general type of children (neitherwithdrawal nor approach) have few discipline risk, more positive qualities and betterself-control. The more of the socioeconomic status, better of the development ofchildren, especially the discipline risks and emotional self-control.(2)Children'sfamily socioeconomic status, risk of development, the ability of self-control, the levelof positive quality have effect to predict the children' s adaption to school, speciallyon the attitude to school, school record, positive social adaptation and externalizationof the negative social adaptation. Just the ability of self-control can predict theinternalizing problem of the negative social adaptation. The risks of developmentand self-control have the relatively higher predict power to school adjustment.Study3, in order to explore the efficient predictors?use the way of Support VectorMachine to explore and verify the prediction indicator of the individual schoolreadiness test and parents questionnaire to children's adaptation to school. The resultsshow that:(1) the combined predictive index of the demographic variables and theinformation of the adults' evaluation about school readiness are similar to thecombined predictive index of the demographic variables and the information ofindividual school readiness text on the prediction to whether the children have theproblem of adaptation to school. The predictive index combined the three informationimproves not too much. So, taking into account of the simpliness, in the future we canget the children's condition of school readiness using the way of parents' evaluation topredict the children's adaptation to school.(2)Break up the sample to modelidentification and model validation group, use the model to identify groups of datausing the same method for model identification, forecast model validation group ofsamples, the results found that specific indicators for the forecast of the new sample isrelatively low.In addition, have already write out the corresponding file operation,according to the new sample of school readiness levels predict its schools to adapt tothe situation.Study4, Past research found the promoting effect of factors of school adjustmenthas the, but whether these factors can resist risk factors and have protective effect onchildren's school adjustment, need further study. This study tried to explore protectivefactors for elementary school students' school adjustment. At the school beginning?using school readiness individual test and parents questionnaire to measure children'sschool readiness level, in the first grade next semester, with the method of peernomination for this group of children of the relationship between teachers andstudents and peer status information, second grade last semester through a variety ofindexs to evaluate children's school adjustment as a result, to explore the protective factors of the younger primary students' adaptation to school. The results shows that(1) Protective factors affect the result of the children's adaptation to school in twodifferent ways. They play the role of compensation (protective factors have a directeffect on the results) and regulation (protective factors change the effect of predictivefactors on the result of the development) respectively.(2)Close teacher-studentrelationship, higher status among the companion and positive family education wayplay a protective role in two ways at the same time.(3) For the children with differentrisk factors, the protective factors of school adaptation is different. For the parentshave lower level of education and school readiness, a close relationship betweenteachers and students and the acceptance of peer status play a protective role; For thechildren who have discipline risks, the way of positive family education plays aprotective role.In conclusion, this study has found the following several aspects:(1) Children'sschool readiness development level predict children's record and positive socialadaptation positively. Family socioeconomic status, self-control and positive qualitiespredict children's school attitude, record, positive social adaptation positively, predictexternalization problems negatively, the level of self-control predicts internalizationproblems negatively. The level of development risks predicts children's schoolattitude, record, positive social adaptation negatively, predicts externalizationproblems negatively. The type of temperament effects childrens's school adjustments,the chidren of general type(neither withdraw nor approach) have better level of schooladjustment.(2) Beause the predictive powers of demographic variables and theparents evaluation results to children's school adjustment are nearly the same, wecould choose the parents questionnaire to assess children's school readiness, and thenpredict the school adjustment result. But still need to increase the index of specificity.(3) There are three protect factors, close teacher-student relationship, higher statusamong the companion and positive family education. In the future we can explorprevention projects about the protect fators, in order to promote children's schooladjustment.