The Relationship Among Developmental Assets, Academic Adaptation And Problem Behavior Of The Junior Middle School Students

Positive Youth Development (Positive Youth Development is called PYD for short) is a newperspective in the domain of Development Psychology and other subjects’ research and practiceat the beginning of the 1990s. Positive Youth Development surpasses the traditional negative anddefective view of the research about teenagers. It turns to pay close attention to their ownadvantages, their positive quality and development results that the society wishes them to own.With the appearance of the research about Positive Youth Development and the trend to thecombination of study and practice, the researchers realized that the teenagers themselves andtheir lives, the situation that their studies and entertainment exist contains some availableresources to promote their positive development, namely the developmental resources. Itincludes a series of relevant experience, relationship, skills and values that can effectivelypromote all the teenagers to have the results of healthily developed.The academic adaptation expresses one kind of tendency that the student overcomes allkinds of difficulties to get good grades. It is also one kind of study adaptability. It directly affectsthe student’s study efficiency and quality.Problem behavior is the maladjusted adaptation behavior that is caused by the complexinternal and external factors in the course of teenagers’ socialization. It shows a series ofinternalization and externalization behaviors that do not conform to the social requirements andthe social normal behaviors.The specific problem that this study is going to investigate is the relationship of the juniormiddle school students’ developmental resources and studies adaptation or problem behavior.This research used the questionnaire survey procedure. There are 641 research objects.They come from 12 classes of a city middle school and a rural middle school at Yutai County,Shandong Province. Each school provides freely two classes from tree grades. The objects of thisresearch were tested with the questionnaires of the developmental resources, the sense of theeducational value and YSR. We used the statistical methods like analysis of variance, correlation analysis, regression analysis and other statistical methods to analysis and process. The mainresults of the research are as follows:(1) The junior middle school students in different schools have different developmentalresources. The city junior middle school students have much more developmental resources thanthe rural junior middle school students.(2) There are significant differences about junior middle school students’ externalresources in different schools. The city junior middle school students have much more externalresources than the rural junior middle school students; There are significant differences indifferent grades. The total number of students’ external resources of Grade One is significantlyhigher than that of the students of Grade Three. The interaction is significant between schoolsand grades about junior middle school students’ external resources.(3) The junior middle school students in different schools have different internal resources.The city junior middle school students have much more internal resources than the rural juniormiddle school students.(4)There are no significant differences about students’ problem behavior scores and outerresistance behaviors in different schools and sexes between the city junior middle schoolstudents and the rural junior middle school students. In grade dimension, the students of GradeOne is significantly below the students of Grade Two and Grade Three.(5)The differences of internalizing problem behavior of the junior middle school studentsare not significant in school and sex dimensions, but the differences are significant in gradedimension. The number of students’problem behaviors in Grade Three is significantly higherthan that of the students in Grade One and Grade Two.(6)The negative correlation is significant between the total number of developmentalresources and problem behaviors, the internalization problem behaviors, externalization problembehaviors. It shows a significant positive correlation between the total number of developmentalresources and learning achievement, comprehensive evaluation and educational validity.(7)The total number of students’developmental resources has a significant negativepredictor of behavior problems. It has a significant positive predictor of learning achievement,comprehensive evaluation and educational validity.