The Development And Initial Application In The Social Adaptation Scale Of Middle-School Students

[Objective]The goal of this study is to develop the social adaptation scale of middle school students with adaptive reliability and validity, and to analyze the social adaptation state of middle school students and explore the influencing factors of their social adaptation t ability.[Methods]First of all, on the basis of referring to the relevant references, we talked with 30 middle school students and 10 middle school teachers. Then, after arranged and checked, constructed the open-ended questionnaire. 106 middle school students were investigated with the open-ended questionnaire. According to the consequence, we had constructed the elementary structure of social adaptation. By making the deep interview in middle school students and referring to the literature of social adaptation, the social adaptation scale's dimensions and items were set up. In accordance with the suggestions of psychological experts and middle school teachers, some of themes and items were rearranged and some of them were deleted. The initial social adaptation scale was formed. The investigation of preparation was carried out with the initial social adaptation scale, and the subjects were 390 middle school students. On the base of the item analysis and exploratory analysis, constructed the formal scale of middle school students social adaptation. Last, we analyzed the reliability, validity and the social adaptation state of middle school students in 1800 students from JiNan, YanTai, ZiBo, DeZhou, and HeZe in Shandong province.[Results]1. On the base of the deep interview in middle school students and referring to the literature of social adaptation, the initial social adaptation scale contained 136 items. Through the item analysis and exploratory analysis, some of items were deleted, so the scale of social adaptation contain 59 items finally, and composed by 6 dimensions, learning adaptability, self-consciousness, social communication adaptability, home environment adaptability, interpersonal relation inside a school, tolerance frustration capability.2. The reliability analysis showed that 6 dimensions were good.Cronbach' a of the social adaptation scale was 0.938, the sub-scales' a were from 0.622 to 0.865; Split-half of the scale was 0.919, the sub-scales' split-half were from 0.566 to 0.838; Test-Retest of the scale was 0.891 (p<0.01), the sub-scales' Test-Retest were from 0.720 to 0.852(p<0.01).All the reliability coefficients were fit of the psychology measure.Confirmatory Factor Analysis showed that the indexes of the model were fit of the psychology measure, for examplex~2/df, GFI, AGFI, RMR, and RMSEA. The coefficient correlation between items and scale were from 0.22 to 0.65.The sub-scales' coefficient correlation were from 0.35 to 0.75.The coefficient correlation of the dimensions and scale were from 0.66 to 0.88.The results showed the configuration of the scale could be accepted on the whole; The contents validity and criterion-related validity of the scale were also confirmed very well.3. The research also studied the social adaptation state of middle school student with the formal social adaptation scale. We primarily compared the students' social adaptation on the gender, grade, etc.the results show that:(1) in the scale and learning adaptability and home environment adaptability and interpersonal relation inside a school, female was higher than male (p<0.01); there were no significant difference in other factors. (2) The grades difference analysis shows that: there were significant difference in grade on scale and all sub-scale. Further analyze between the grades shows that: junior middle school students were higher than senior middle school students. (3) There were significant differences between urban and rural students. The result shows that: urban students were higher than rural students on scale and all sub-scale. (4) On scale and all sub-scale, singleton was better than non-singleton (p<0.01) ;(5) in scale and learning adaptability, self-consciousness, social communication adaptability, interpersonal relation inside a school, boarder was better than non-boarder (p<0.01), however no significant difference has been found on the other sub-scales.[Conclusion]1. Through the item analysis and factor analysis, we constructed the formal scale of middle school student social adaptation, which contained 59 items finally, and composed by 6 dimensions. Confirmatory Factor Analysis showed that the construction of the scale was reasonable.2. The result of investigation shows that the self-designed scale of social adaptation of middle school student was of high reliability and fair validity.3. We have been found that there were significant differences on the gender, grade, urban and rural students, singleton and non- singleton, boarder and non- boarder.