The Research On The Relationship Among Junior Middle School Students' Thinking Styles, Problem Behavior And School Adjustment

This study applied the psychological testing method to explore the relationships among thinking styles, problem behavior and school adjustment. 708 junior middle school students coming from Henan Province took part in this study. Based on the data analysis of available questionnaires, this study discussed the characteristics of development of thinking styles and analyzed the status quo of problem behavior and school adaptation of junior middle School Students. The results showed:1. Characteristic of junior middle school students'thinking style is that the students tend to be the legislative, executive, liberal and external styles; not be global, hierarchic, oligarchic and conservative styles. The legislative, judicial, liberal and conservative styles of students have significant school difference. The judicial, oligarchic, global, local and conservative styles of students have significant grade difference. The external style has significant difference between boys and girls.2. Characteristic of junior middle school students'problem behavior is that the students'problem behaviors in study and sociality is the most, in turn is the problem behaviors in emotion, character and moral character. The students of different school have significant difference on the problem behaviors in sociality and emotion. The students of different grade have significant difference on the problem behaviors in moral character. The students of different sex have significant difference on the problem behaviors in study, sociality and moral character.3. Characteristic of junior middle school students'school adjustment is that the study adjustment of students is the worst, in turn is the student and teacher-student relationship adjustment, self-adjustment and rule adjustment. The study, rule, teacher-student and student relationship adjustment of students have significant school difference. The rule adjustment has significant difference between boys and girls. The study, self, teacher-student and students relationship adjustments of students have significant grade difference. The rule adjustment of students has significant difference in the interaction between school and grade4. The thinking styles of junior middle school students have significant correlations with each factor of problem behavior and school adjustment.5. The students getting high score and the students getting low score have significant difference on thinking styles between problem behavior and school adjustment.6. Thinking styles could predict problem behavior and school adjustment. The monarchic style could predict the problem behavior in study; The conservative style could predict the problem behaviors in study; The local style could predict the problem behaviors in character and moral character. The hierarchic style could predict study adjustment. The local style could predict rule, self, teacher-student and students relationship adjustment.