The Relationship Study Of Disadvantaged Students' Personality And School Adaptation

Adolescence is the special period of individual rapid changing physiology and psychology, is an important stage of children from childish to mature. It is also important for teenagers to take shape their healthy personality. School maladjustment makes the young students easy to produce all kinds of psychological and behavioral problems, and affect their healthy development. As a special group, studying the relationship between the personality features and the school adjustment of disadvantaged students can provide relevant education suggestions for educators improving disadvantaged students'schools adjustment.This study adopted the questionnaire survey method to explore the relationships between personality and school adjustment, based on Peer Relationship Questionnaire, Five-Factors Personality Questionnaire, The Life Orientation Test and School Adjustment Scale.581 junior middle school students coming from Xiangtan, Shuangfeng and Shaoyang, including 314 schoolboys and 267 schoolgirls, took part in this study. This study aims to investigate the following several aspects of the problems: (1) The developmental characteristics of disadvantaged students'little five personality and optimistic personality; (2) The status of disadvantaged students'school adjustment; (3) The relationships among disadvantaged students'little five personality, optimism personality and school adjustment.The results show that:(1) The little five personality and optimism personality has no significant difference between disadvantaged students and ordinary students. In school adjustment, the differences on conventional adjustment and self-adjustment reach a significant level between disadvantaged students and ordinary students. Overall, the disadvantaged students'school adjustment performance is poorer than ordinary students.(2) The little five personality and optimism personality of disadvantaged students have no significant difference on sex, one-child or not, and parents educational degree, but several dimensions of personality and optimism personality have grade and family source differences. (3) The school adjustment of disadvantaged students doesn't reach a significant level on sex, one-child or not, family source and parents educational degree. In self-adaption, it has significant grade difference among disadvantaged students.(4)The disadvantaged students'agreeableness and conscientiousness was negatively correlated with conventional adjustment; emotional stability was highly positively correlated with self-adjustment; conscientiousness was negatively correlated with teacher-student relationship adjustment; optimism was extremely negatively correlated with study adjustment self-adjustment, and teacher-student relationship adjustment; overall optimism was exceedingly negatively correlated with school adjustment.(5)Thereinto, conscientiousness can significantly negatively predict the conventional adjustment and teacher-student relationship adjustment. Emotional stability has significant positive and negative prediction function to student relationship adjustment and self-adaption respectively. Extraversion and openness can negatively predict student relationship adjustment and self-adjustment respectively. Overall optimism has significant negative prediction function to school adjustment.Thus, the relationship among the disadvantaged students'little five personality, optimism personality and school adjustment is much close. The development of student's personality has important implications on school adjustment.