The Intervention Research Of Control Of Freshmen Maladjustment

This research is mainly an applied research concerning freshmen adjustment. The research studied the issue through the perspective of control theory, focusing on perceived control and control strategies and other control concepts to understand freshmen adjustment, and on control strategies to intervene with freshmen maladjustment. The research consists of three sub-researches.Sub-research 1: After freshmen had entered college for 3 months, 1100 freshmen of 2007 session were selected to be administrated with the inventories of Freshmen Adjustment and Perceived Control, in order to acquire the degrees of adjustment and to study the relationship between freshmen adjustment and their perceived control. The results showed that: 1. at the time when freshmen had entered college for 3 months, the condition of self-care adjustment was best, the ones of study and interpersonal adjustment were worst; 2. the scores of all sub-scales of Freshmen Adjustment Inventory had positive correlation with the scores of the Inventory of Perceived Control—there existed strong positive correlation between freshmen study adjustment and perceived control; moderate positive correlation between freshmen interpersonal, somatopsychic , and role adjustment and perceived control; and weak positive correlation between self-care adjustment as well as the whole identification with the environment and perceived control.Sub-research 2: On the basis of the degrees of adjustment of sub-research 1, and according to the norm of the Inventory, two different groups of adjustment and maladjustment on regard of the aspects of study and interpersonal adjustment were selected and formed. By the way of classifying and comparing the control strategies used by the two groups in some typical situations faced by freshmen, differences on the use of control strategies by these two groups were able to submerge. The results showed that: 1. interpersonal maladjustment students were inclined to use more avoidance and interpretative secondary control, illusive secondary control, while interpersonal adjustment students more predictive primary control, interpretative primary control and emotional adjustment; 2. study maladjustment students were inclined to use more avoidance, interpretative secondary control and illusive secondary control, while study maladjustment students more vicarious primary control and predictive secondary control.Sub-research 3: The groups of maladjustment on regard of the aspects of study and interpersonal adjustment were further divided into group-intervention groups, material-reading groups and control groups. The intervention focused on the enrichment of freshmen's control strategies. The results showed that group-intervention and material-reading were significantly effective to enhance the perceived control of maladjustment freshmen; and that group-intervention was significantly effective to enhance their study and interpersonal adjustment, while material-reading failed to do so.