The Relationship Between Middle School Students’ Sense Of School Belonging And School Adaptation

Middle school students entering adolescence often experience significant physiological and psychological changes,so they may experience school adaptation problems.The school adaptation of middle school students is crucial for their future life adaptation and growth and development,and the sense of school belonging has a significant impact on school adaptation.Therefore,in-depth research on the relationship between school belonging and middle school students’ school adaptation not only provides a deeper understanding of the role of school belonging in the development of middle school students’ school adaptation,but also provides new ways for educational intervention in school adaptation,promoting students’ mental health development.Therefore,this study uses a combination of variable and individual centered methods to analyze the data,delving into the relationship between middle school students’ sense of school belonging and school adaptation,obtaining more theoretical and practical research results,and providing some scientific basis for the development of mental health education for middle school students.Firstly,the first part uses the School Belongingness Scale and School Adaptation Scale to survey 815 middle school students in grades1-3,analyzing the relationship between school belongingness and school adaptation from the perspective of variables;There is also the impact of school belonging on the potential categories of school adaptation,starting from an individual centered perspective.The second part is the analysis of potential transformation.A follow-up study was conducted on 560 middle school students with an interval of six months,with two tests conducted before and after.The aim is to explore the impact of school belonging on the potential category transformation of school adaptation.This analysis adopts an individual centered perspective.The third part is a cross lagged analysis,which explores the interactive effects between school belonging and school adaptation,using a variable centered perspective.The results of the study are as follows:(1)There is a significant positive correlation between the sense of belonging to middle school students and the total score and various dimensions of school adaptation.(2)Middle school students’ sense of school belonging can significantly predict the initial level of school adaptation.The higher the sense of school belonging,the higher the school adaptation score.(3)According to the different manifestations of school adaptation,middle school students’ school adaptation can be divided into three different potential categories: "good adaptation group","difficult adaptation group",and "general adaptation group".At the same time,the level of school belonging can significantly predict the potential categories of school adaptation.Middle school students with high school belonging are more likely to appear in the "good adaptation group" rather than the "general adaptation group" or "difficult adaptation group".(4)Between the three grades of junior high school,some students’ potential categories of school adaptation may change.For middle school students with lower levels of school belonging,their school adaptation level is more likely to remain in or shift to groups with lower school adaptation levels.(5)There is a significant mutual influence between middle school students’ sense of school belonging and school adaptation.In summary,the study concludes as follows:(1)There is a significant positive correlation between middle school students’ sense of school belonging and school adaptation.(2)Students with a high sense of belonging to school often have a better level of school adaptation;And over time,junior high school students with a high sense of school belonging are more likely to maintain or shift to groups with better school adaptation.(3)Middle school students’ sense of belonging to school and school adaptation can interact with each other.