A Study Of Relationship Between Family Environment,Autonomous Motivation And School Adjustment,based On Middle School Students

School adjustment is students’ comprehensive performance of participating in the school environment,including learning behavior,peer relation and emotions,which is a interactional outcome of both students and school environment.Autonomous learning motivation is a kind of motivation which internalize faith of learning during the process of it,indicates the level of self-determination of learning under the influence of environment.As a systematic composition,family environment affects students in both psychology and behavior.This paper investigated middle school students’ current situation of family environment,autonomous motivation and school adjustment,then discussed their relations.In this study,Family Environment Scale(FES-CV),Academic Self-regulation Questionnaire(SRQ-A)and School Adaptation Inventory for students were adopted to investigate 480 middle school students from Yanji.Conclusions are obtained as follows:1.Students’ school adjustment is at a general level;girls score higher than boys in dimensions of academic adjustment,school attitude,routine adaption and relations between students and teachers;students in the ninth grade score higher than others.2.Autonomous motivation of junior school students is at a average level;girls score higher than boys in each dimension;students in the seventh grade score lower than others.3.Family environment of junior school students is also at a general level;students in the eighth grade score lower in dimensions of intimacy and success than others;students in the ninth grade score higher in dimensions of organization and controlling.4.There are significant correlations between junior school students’ family environment,autonomous motivation and school adjustment.5.Autonomous motivation exerts a mediating effect between family environment and school adjustment.Based on conclusions,suggestions are offered as follows:1.Strengthen rule education,enhance self-efficacy of learning for boys.2.Strengthen identified regulation for boys;help to internalize motivation of the seventh grade’s students.3.Pay attention to the family intimacy and success dimensions of the eighth grade’s students.4.Take autonomous motivation as a key point to further promote students’ school adjustment.