The Relationship Between Self-directed Learning Tendency And School Adaptation In Junior High School Preparatory Grades And Intervention Studies

This research falls into two parts.The first part carries out an examination on the subjects of 355 pre-junior students from 5 secondary schools in Shanghai,aiming at investigating students' self-directed learning readiness and school adjustment through means of questionnaire,and meanwhile exploring the relationship between these two above elements.The second part,supported by the psychological theories on group guidance,aims at designing an intervention plan of school adjustment group guidance with the involvement of self-directed learning readiness,and meanwhile testing the effectiveness of the above plan.The result shows the following facts—(1)In the aspect of the self-directed learning aptitude for prejuniors,girl students have an prominent advantage over boy students in their love of learning;students in key schools take an prominent advantage over their peers in non-key schools in effective learning,active learning,open learning and life-time learning;middle school students who was put through the selection of admission test to enter a key primary school have a prominent advantage over their peers in non-key schools.(2)In the aspect of the adjustment of new school for prejuniors,girl students on the whole perform better than the boy students,and take a prominent advantage over boys in the adaptation of learning,usual adjustment and adaptation to schools.Prejuniors in key secondary schools achieve higher scores than their peers in non-key schools in the following fields such as adaptation to learning,the learning attitude,the relationship with their classmates and the adaptation to schools.Local students have a prominent advantage over non-local students in adaptation to learning.(3)For pre-junior students,the factors between the tendency of self-directed learning and the school adjustment are highly and evidently related,with the exception of factors between regular adjustment and effective learning;between regular adjustment and lifelong learning.(4)For pre-junior students,the tendency of self-directed learning can predict student's school adjustment.In which,the love of learning and open learning can provide significant positive prediction,while negative learning can provide significant negative prediction.(5)The group guidance involving the theory of self-directed learning has an effective and evident impact on the intervention of school adjustment for pre-junior students.