Causal Relationships between School Adjustment of Middle School Students and Related Variables

Abstract

The purpose of this study was to identify the causal relationship of familial factors (parental acceptance, autonomy, and family satisfaction), social support (teacher's support and friend's support), school achievement, self-concept, and school adjustment. Based on preceding research, this study established a path model of school adjustment and its related variables. Two thousand six hundred and twenty nine middle school students participated in this study. Data were collected by a visit-survey with an organized questionnaire and was analyzed by the SPSS and AMOS programs. Self-concept showed a significantly direct influence to school adjustment while both family satisfaction and school achievement directly and indirectly influenced school adjustment. Parental acceptance, autonomy, and social support indirectly influenced school adjustment. These results imply that first, family satisfaction and self-concept are essential to solve the problems of school adjustment. Especially friend's support, teacher's support and school achievement should help improve the self-concept and school adjustment. Second, a variety of programs are available for schools to employ in an effort to provide interventions for students who demonstrate school maladjustment. Finally, it is necessary for family, school and society members to comprehensively cooperate to improve school adjustment.