The Relationship Of Developmental Resources And Studies Adaptation Or Problem Behavior Among The Higher Grade Primary School Students

The positive youth development (PYD) theory which produced in the United Statesis a new theory about positive understanding of the development of teenagers. Thetheory is generated in the research and practical fields of developmentalpsychology and some other disciplines. It is a new trend about the nature, processesand characteristics of youth development as well as youth services. The objectof the theory is discussing and realizing the positive development of young peopleon the basis of the "advantage" model, and defining and understanding the processof the development from the view of potential construction. It emphasizes thatteenagers themselves bears the potential of development rather than "possible"defects. PYD contains a series of new concept and theoretical framework about theindicators, path and conditions for the human positive development. An importantframework which has been discussed and studied in depth and interested by theresearchers is Development Assets. It is defined as a series of relevant experience,relationships, skills and values which can effectively promote the healthydevelopment of the young people, and is the social and psychological advantageswhich can enhance the healthy development of children and young people. Theadvantages of Development Assets include three important aspects：Firstly，quantityof such assets individuality own could explain scholastic achievement; Secondly,more development assets personality possess could prevent high risky behavior;Finally, these assets could strengthen psychology tenacity.Based on a large number of theories on the positive development of young people, especially on the basis of the foreign literature on Development Assets, wesummarized the research on positive youth development and Development Assets, andhackled the present research situation about the academic adaptabilities andproblem behavior of the home and abroad primary students. We investigated therelationships between Development Assets and academic adaptation and problembehavior for primary students by the use of the questionnaires of selected fourand five grade primary school students. The results show that:1. The difference of Development Assets between the higher grade primarystudents is not obvious in several aspects such as school, grade and gender. Theinteractions between two or three of the three aspects of school, grade and genderis not obvious too. There are no obvious difference of external resource betweenthe higher grade primary students in school, grade and gender. The internalresources between the higher grade primary students are significantly differentin the grade. Namely, the five grade students have more internal resources thanthe four grade student.2. The total score of problem behavior and the problem of internalizing ofthe higher grade primary students have no obvious difference in school and gender,however, the influence of the grade is remarkable. The total score of problembehavior of the five grade students is dramatically higher than the four gradestudents. The total score of the problem of externalizing the problem ofexternalizing have no obvious difference in school and grade but gender, and thetotal score of the problem of externalizing of boys is much higher than that ofgirls.3. The sum of Development Assets of the higher grade primary students hasobviously negative correlation with the problem behavior and the problem ofinternalizing, and has significantly positive correlation with school record,comprehensive evaluation and education validity.4. The sum of Development Assets of the higher grade primary students hasNegative prediction effect for the problem behavior, and has positive predictioneffect for the comprehensive evaluation and education validity.