The Relationship Between External Developmental Assets And Emotional Adaptation In Junior High School Students:The Mediator Role Of Internal Developmental Assets

Development resource model is a widely used positive youth development field research model and research development of resources and adolescents’ emotional adaptation is an important subject in the development of positive youth, happiness,loneliness, depression, as this study mood adaptation index, combining the resources of the development model put forward the development of the resource type and level,on the whole the influence factors of adolescent emotional adjustment, and resource development, internal resources and external development to adapt to the relations between and among junior middle school students emotions and mechanism has carried on the preliminary discussion.This research in shandong zhangqiu three middle school(including 1 city junior high school, the countryside junior middle school 2) grade seven and grade eight of1670 junior middle school students as subjects, for they measured the Developmental Assets Profile(DAP) Chinese version of Scale, Illinois Loneliness Scale(Illinois Loneliness Questionnaire), Depression Scale(Center for Epidemiological Studies’ Scale, CES- D; Radloff, 1977), Oxford well-being Questionnaire Jane(Oxford Happiness Questionnaire- Short Scale), and by using descriptive statistics analysis and structural equation model analysis method is analyzed, the main results were as follows:(1) The junior middle school students in emotional adjustment exist significant differences in gender and grade. The boy’s happiness level is significantly higher than girls, but girls of loneliness and depression were significantly higher than boys;Seventh grade students’ subjective well-being and loneliness were significantly higher than that of grade eight students, grade 8 students had a significantly higher levels ofdepression in grade seven students.(2) The junior high school students with external resources exist significant differences in gender and grade level. Girls in supporting the dimension and the dimension of norms and expectations on the score is significantly higher than boys;Seventh grade students in the effective use of time dimension scores were significantly higher than that of grade eight students.(3) The junior middle school students have the internal resources of significant gender and grade differences also exist. Boys scores in self-esteem dimensions were significantly higher than girls, and girls in learning dimension score is significantly higher than boys; Seventh grade students in learning and positive values dimension score significantly higher grade eight students.(4) The teenagers have internal resources, the more the more external resources.(5) The external, internal resources each dimension and emotional adaptation index(happiness, loneliness, and depression), there is significant correlation between each dimension, internal resources and external resources all dimensions junior middle school students happiness two positively correlated; Dimensions, internal resources and external resources all dimensions of junior middle school students negatively correlated with loneliness and depression.(6) Of the junior middle school students have external resources can significantly positively predict the level of happiness, significantly negative predict the level of loneliness and depression.(7) Can be controlled by external resources affect the internal resources indirectly affect the emotional adaptation of junior high school students, internal resources in external resources and junior high school students emotion to adapt to the relationship between the partial intermediary role.