The Relationship Between Parental Involvement And Middle School Students’ School Adaptation

In recent years,the problem of school adaptation for middle school students has attracted widespread attention from scholars.Middle school students in adolescence are at a relatively special stage in their physical and psychological development.Ecosystem theory states that the individual’s psychological development is in multiple systems,and each system interacts with each other.Impact,it is necessary to study from multiple perspectives of the family system and individual micro-systems on the issue of school adaptation of middle school students.In order to explore the relationship between parental involvement,core self-evaluation and school adaptation of middle school students,especially the mediating role of core self-evaluation in parental involvement and school adaptation,this study selected 1273 middle school students from Yonghe Senior Middle School and Huzupu Town No.1 Middle School in Gushi County,Henan Province.The middle school student’s school adaptation scale,revised version of the questionnaire on adolescent evaluation of parental involvement,and the core self-evaluation scale were used as questionnaires.Statistical analysis through questionnaire survey found:(1)There are differences in demographic variables in the parental involvement of middle school students.There is a significant difference between total paternal involvement and total maternal involvement.The mother’s score is higher than the father’s.Middle school students of different genders have significant differences in the total involvement of their mothers.The level of maternal involvement to girls is higher than that of boys’ education;There are significant differences in the dimensions of academic support and living care of paternal involvement;There is a significant difference in maternal involvement in whether middle school students are only children,and non-only children score higher on maternal involvement than only children;There are significant differences in the total parental involvement scores of middle school students in different families.The scores of paternal involvement of urban students are higher than those of urban students,and the scores of maternal involvement of urban students are higher than those of rural students.(2)There are differences in demographic variables in the core self-evaluation of middle school students.The core self-evaluation has significant differences among middle school students of different genders,and boys score higher than girls;There is no significant difference in the core self-evaluation in different grades,whether they are only children,and where the family is located.(3)There are differences in demographic variables in the school adaptation of middle school students.Boys and girls have significant differences in total school adaptation.Girls score higher than boys.Among them,girls score higher than boys in the dimensions of academic adaptation,teacher-student relationship,and regular adaptation;Child and non-only child of middle school students in the school adjustment score,significant differences exist on the relationship between teachers and school attitudes and emotional dimensions,and non-only child scores higher than only child;Middle school students of different grades have significant differences in the total score of school adaptation,but there is no significant difference in the dimension of peer relationship;There is no significant difference in the total school adaptation scores of middle school students in different families,but there is a significant difference in the conventional adaptation dimensions.The scores of rural students are higher than those of urban students.(4)There is a correlation between parental involvement,core self-evaluation and school adaptation of middle school students.The total parental involvement score and each dimension are significantly positively correlated with the core self-evaluation total score,that is,the more parents’ parental involvement in emotional leisure,rule teaching,academic support,and life care,the higher the core self-evaluation of students.There is a significant positive correlation between the core self-evaluation total score and the total score of middle school students’ school adaptation and all dimensions,that is,the higher the core self-evaluation of the individual,their academic adaptation,school attitudes and emotions,peer relationships,teacher-student relationships,and routines.The better the performance in aspects such as adaptation,the better the overall school adaptation.There is a positive correlation between parental involvement and middle school student’s school adaptation in the total score and various dimensions.That is,the more parental involvement perceived by middle school students,the better their adaptation in school will be.(5)The core self-evaluation plays a part of the mediating role between parental involvement and middle school students’ school adaptation.It can be concluded from this that the overall parental involvement of middle school students is at a medium level,and the core self-evaluation and school adaptation level of middle school students are generally good.The higher the parental involvement in middle school students,the better the students’ school adaptation.The higher the middle school student’s core self-evaluation,the better the school’s adaptability.The higher the parental involvement in middle school students,the higher the core self-evaluation of the students and the better the school adaptation.Parental involvement can indirectly affect middle school students’ school adaptation through core self-evaluation.Core self-evaluation plays a part of the mediating role between parental involvement and school adaptation.