Microscopic Study Of Interpersonal Adaptation Of Junior High School Students

Adaptation refers to the process that an individual adjusts his cognition and behavior to adapt or change the environment to reach the harmony under the interaction between individual and environment. The main field of personal adaptation is social adaptation, and among them, interpersonal adaptation would be the core factor. Interpersonal adaptation emphasizes interpersonal harmony which is established on the effective communication with others. Interpersonal communication is important for health, thus, interpersonal adaptation may be crucial for the development of middle school students. New students of junior middle school get into a new environment, whether they could communicate with other students well and adapt to this new environment would affect their school life and the formation of healthy personality. What's more, the ability to deal with interpersonal relationship also is the indicator of mental health.Cross section research was widely used inland and only a few longitudinal' studies could be found which were conducted under the frame of social adaptation and the time interval was three months or more. In this study, measurement would be taken every week to test the adaptation of new students of middle school. In consideration of learning effect and fatigue effect caused by multiple intensive measurement, aggregate cross-design was used to control these impact. Participants were measured by three waves, six times measurement contribute to one wave which form a microgenetic design test. In this study, measurement was conducted by pack of questionnaire to explore the development of new students' interpersonal adaptation and the influence factors.Six classes (two categories, each category has three classes) were selected and each were tested six times. Result:(1) Development trend of interpersonal adaptation:The main factor of interpersonal adaptation among day class was class input and peer interaction, the adaptation period lasted from the beginning of the term to week ten. For boarding students, adaptation period of class input and peer interaction last to week ten, adaptation period of general interpersonal adaptation for class B last to week nine. (2) Influence factors:individuals with higher self-esteem and perceived social support reported higher interpersonal adaption initially, and the interpersonal adaptation increased faster among individuals with higher perceived social support. Positive coping is positive associated with interpersonal adaptation while negative coping is negative associated with interpersonal adaptation. None-only child adapted better than only child and class leader adapted better than other students. Female showed better peer interaction and higher loneness initially, the class input of male increased faster than female.Interpersonal adaptation played an importation role in school adaptation. In this study, although some personality factors and demography were taken into consideration to explore their moderating effect on interpersonal adaptation of new students of middle school, there still are many other influence factors need to be explored.