| Secondary education is an important period of individual development, but also the turning point facing to a great challenge. With the arrival of puberty, middle school students whether in physical or psychological are undergoing rapid changes, their adaptation to the school is therefore very prominent. In particular, a special group of students who are learning disabilities are in a disadvantageous position because of academic failure, and they face more maladjustment problems than ordinary students. Long-term school maladjustment not only leads to the highlights of their psychological problems, but also may lead to juvenile delinquency. Therefore, the attention on school adjustments of learning disabilities students and discussion on its influencing factors is of great practical significance in the maintenance of middle school students' psychological health and reducing juvenile delinquency, making them follow the normal track of healthy development. This study is as a starting point then conducts a preliminary study on the characteristics of school adjustments of learning disabilities students and the causal link among self-concept, social support and school adjustment, to provide a theoretical basis and education proposals for the education and transformation of learning disabilities students, improving their school adjustment and to prevent juvenile crime.This study has selected students from two middle school students in Xi'an, Xianyang as participants, whose total is 452 in valid. Among these, 207 one are learning disabilities and the other 245 are common middle school students, standard of students who are selected as learning disabilities referred to domestic scholars' definition to the learning disabilities and includes three standards: (1) normal intelligence, there was no obvious physical disease or mental illness;(2) Chinese, Mathematics, English average three main courses' achievements ranked within the bottom 10% in his class (3) teacher comprehensive evaluation of their learning as "learning disabilities" or "poor student." This study has used measurement method, taken school adjustment, loneliness and learning achievement as indicators of measuring middle school students' school adjustment then discussed the relationship among the self-concept, social support and school adjustment. It selected conduct Scale, loneliness questionnaire, self-concept questionnaire and social support rating scale to test middle school student group, and did statistical analysis with amos7.0 and SPSS 13.0.The results of the study indicate:(l) In general, school adaptation , self-concept and social support of students with learning disabilities are poor than that students without learning disabilities. (2) There are significant differences in school adaptation, self-concept and social support of students with learning disabilities in terms of gender and grade. (3) Self-concept factors not only can predict school adaptation directly but also can be an medi-variable influenced by social support.(4) social support not only can predict school adaptation directly, but also can predict it indirectly through influencing self-concept. Therefore, paying more attention to self-concept and social support status of students with learning disabilities can help us understand their school adaptation effetely.The improvements on this study are as follows :(1) Participants. This study pay more attention to special group——students with learning disabilities. That made the study novel (2) Contents. From the impact of the school adaptation of the internal and external factors, to self-concept for the internal factors and social support to external factors, this study will combine internal factors and external factors together to study school adjustment in middle school student with learning disabilities. (3) Methods. This study examine the direct and indirect effect relationship between school adjustment, self-concept and social support according to Structural Equation Model(SEM), more than mere data analysis. |
