Effect of Positive Psychological Capital, Sense of Community and Stress on Middle School Students' School Adjustment

Abstract

The purpose of this study was to investigate psychological capital, sense of community and stress in relation to school adjustment and to identify factors influencing school adjustment in middle school students. Methods: This study population consisted of 150 middle school students. Data were analyzed using t-test, analysis of variance, Pearson correlation coefficient, and multiple regression analysis. Results: The mean score for school adjustment in middle school students was 3.68 out of 5 points. School adjustment explained 34% of the variance in sense of community (β=.39, p＜.001), positive psychological capital (β=.35, p＜.001), academic performance (β=.26, p＜.001), and stress (β=-.21, p＜.001). Conclusion: The results of our research suggest that sense of community is an important variable influencing school adjustment in middle school students. Therefore, to promote school adjustment in middle school students, it is necessary to develop and implement active educational strategies promoting sense of community, positive psychological capital, academic perfomance, and controlling stress.