Predictors Of School Adjustment Research Articles

Predictors of school adjustment in high school students of immigrant origin in Western Catalonia

ABSTRACTThis study explores factors influencing school adjustment in immigrant students in Catalonia, Spain. Low school adjustment levels can lead to failure or dropout, particularly among immigrant students. The research analyzes acculturation strategies, intergroup contact, perceived discrimination, and origin's impact on school adjustment. Students from African, Latin American, and European backgrounds completed a questionnaire, revealing four acculturation strategies: marginalization, assimilation to Catalan culture, integration, and assimilation to Catalan and Spanish cultures. A k-means cluster analysis identified these patterns. Linear regression highlighted intergroup contact, integration vs. marginalization, and integration vs. assimilation to Catalan culture as significant predictors. Higher intergroup contact scores correlated with improved school adjustment, while adopting integration or assimilation to Catalan culture predicted better adjustment compared to marginalization. Understanding and addressing these factors is vital for enhancing immigrant students' educational experiences and reducing the risk of academic challenges.

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

Star of The Week Programs Based on Peer Relationship for Children Social Emotional Development

지역아동센터 이용아동의 학교적응 변화유형과 예측요인에 대한 종단적 연구

지역아동센터 이용아동의 학교적응 변화유형과 예측요인에 대한 종단적 연구

Children’s emotional and behavioral responses to peer provocation and early school adjustment

ABSTRACTEven very young children think about their own and others’ behavior, including emotions. Such cognitions and emotions about the self and others convey information that is crucial to social interactions and relationships. The current study based on an integrated model of emotion processes and cognition in social information processing (SIP) aimed to explore students’ emotional and behavioral responses in SIP choices, and their association with teacher-reported early school adjustment. Two-hundred and thirty pre-school and first-grade primary school students were interviewed using the Challenging Situations Task (CST). CST assessed students’ emotional and behavioral responses to 12 unambiguous hypothetical peer provocation situations. Children’s preschool and first-grade primary teachers rated children’s early school adjustment with the Social Competence and Behavior Evaluation (SCBE-30) measure. The results revealed that children chose mainly sad and angry emotions and socially competent and passive behaviors. We found a relationship both between sad emotions and socially competent behavior choices, and between angry emotion and aggressive behavior choices. Sad emotions and aggressive behavior choices were the main predictors of school adjustment. Children’s responses to peer provocation situations varied depending on how the children interpreted the situations. The results address the importance of children’s SIP and school adjustment.

Predictors of School Adjustment among Multicultural Children: Systematic Review

Purpose: The purpose of the study was to synthesize related studies and identify the predictors of school adjustment among multicultural children. Methods: The author searched Google Scholar, RISS, KISS, Naver Academic, NDSL, and the National Assembly Library databases from August 1 to August 8, 2016. Keywords included multicultural, adolescents, school life, and school adjustment. Results: Twenty two studies, from 3,645 screened references, were included and finally analyzed. All studies were prospective studies and used regression analysis. The predictors of school adjustment among multicultural children were children’s personal factors and social factors. Children’s personal factors consisted of general factors, psychosocial factors, and situational factors. Social factors consisted of parental factors, family factors, teacher factors, and peer factors. Conclusion: The findings suggest that consideration of social factors as well as personal factors of multicultural children, their family, teacher, and peers is needed to improve school adjustment of multicultural children.

A longitudinal study of developmental trajectories and predictors of school adjustment in early adolescence

A longitudinal study of developmental trajectories and predictors of school adjustment in early adolescence

청소년이 학교적응에 영향을 미치는 요인: 일반청소년 및 가정외보호청소년 비교를 중심으로

청소년이 학교적응에 영향을 미치는 요인: 일반청소년 및 가정외보호청소년 비교를 중심으로

Reciprocal Peer Dislike and Psychosocial Adjustment in Childhood

AbstractReciprocal peer dislike was examined as a predictor of school adjustment and social relationship quality. One hundred and fifty‐one [69 male and 74 female, mean (M)age = 9.53, standard deviation (SD)age = .63 years] children completed measures of school liking, loneliness, and friendship quality twice over three months. From ratings of the amount of time participants liked to spend with individual classmates, social network analyses were used to determine reciprocal peer dislike. Curvilinear regression analyses revealed that reciprocal peer dislike at Time 1 predicted changes in the children's loneliness and friendship quality assessed as help, security, and closeness over three months. The findings support the conclusion that reciprocal peer dislike predicts aspects of school adjustment and social relationship qualities.

Capitalizing on Academic Success: Students’ Interactions With Friends as Predictors of School Adjustment

Although friends often share successes with one another, very little attention has been paid to these interactions. The current study examines the nature of middle school students’ interactions with friends following academic successes and the consequences of these interactions for students’ school adjustment. Participants were 293 fifth- through eighth-grade students. Grade-level differences emerged in students’ reports of their motives for sharing, friends’ responses to sharing, and students’ motives for not sharing. Sharing successes predicted tradeoffs for children’s school adjustment such that sharing predicted more positive school attitudes, but more negative perceptions of peer relationships over time. Children’s reports of their motives for sharing and friends’ responses to sharing also predicted changes in school adjustment over time. Implications of these findings for helping middle school students capitalize on academic successes via their interactions with friends are discussed.

Early Environmental Support and Elementary School Adjustment as Predictors of School Adjustment in Middle Adolescence

Longitudinal data from a high-risk sample (N = 173, male: n = 93, female: n = 80) were used to examine socioemotional antecedents of school adjustment in adolescence. Parental problem-solving support in early childhood and early adolescence and measures of peer competence, externalizing behavior, and emotional health/self-esteem in early middle childhood were examined both independently and in relation to academic achievement in early middle childhood as predictors of high school adjustment. For this sample, early and later parental problem-solving support alone accounted for 13% of the variance in high school adjustment. Early and later parental problem-solving support and measures of peer competence, externalizing behavior, and emotional health/self-esteem in early middle childhood accounted for 32% of the total variance in high school adjustment with or without early academic achievement taken into account. In regression analyses controlling for socioeconomic status and prior achievement, middle childhood socioemotional variables significantly predicted high school adjustment. Modest differences in results for boys and girls were obtained.

A performance model for academic achievement in early adolescent boys.

This study tests a model for conduct-related school failure in young adolescent boys. In this model, family characteristics and child antisocial behavior serve as predictors of school adjustment and academic performance. Ss were 206 youths and their families, followed from the 4th through 8th grades. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child antisocial behavior in the 6th grade. Ineffective discipline had a direct and negative effect on boys' 7th-grade academic engagement. Boys'academic engagement, in turn, had a direct and positive effect on 8th-grade academic achievement. A smaller direct effect of parental achievement on child achievement was also found

Predicting Children's Social and School Adjustment Following the Transition from Preschool to Kindergarten

LADD, GARY W., and PRICE, JOSEPH M. Predicting Children's Social and School Adjustment Following the Transition from Preschool to Kindergarten. CHILD DEVELOPMENT, 1987, 58, 1168-1189. Research on early school transitions is important because the reputations children establish at the outset of grade school may follow them through many years of formal schooling. The purpose of this study was to explore the transition from preschool to kindergarten and to identify factors that predict children's social and school adjustment in new school environments. A sample of 58 children was identified prior to their entrance into kindergarten, and parent and school data were collected at 3 times of measurement: late preschool, early kindergarten, and late kindergarten. Children's prior behavior and the kindergarten peer context were among the factors found to predict posttransition social adjustment. Children who were cooperative players in preschool were seen as more sociable by kindergarten teachers, and children who pursued more extensive positive contacts with preschool classmates tended to become well liked by their kindergarten classmates. In contrast, children who spent more time in aggressive behaviors and who had a broader pattern of negative peer contacts in preschool were more likely to be rejected by peers and to be seen as hostileaggressive by teachers in kindergarten. Both experiential antecedents and concomitant features of the transition context emerged as predictors of school adjustment. Time spent in interactions with younger peers in preschool was negatively related to positive school attitudes throughout kindergarten, and the duration of children's preschool attendance and range of experiences with peers in other community contexts was negatively related to anxious behavior in the classroom and absences from school. Children who retained a larger proportion of their nonschool friendships during the transition had more favorable attitudes at the beginning of kindergarten, and those who attended class with a larger proportion of familiar peers tended to view school more positively and were less anxious at the outset of the school year.

The spiral aftereffect test (SAET) as a predictor of school adjustment and achievement in first grade children

Journal of Clinical PsychologyVolume 19, Issue 2 p. 206-208 Diagnostic Processes: Validational and Reliability Study The spiral aftereffect test (SAET) as a predictor of school adjustment and achievement in first grade children Lester Mann, Lester Mann Office of the Montgomery (Penna.) County Superintendent of SchoolsSearch for more papers by this authorAgnes Alvord, Agnes Alvord Office of the Montgomery (Penna.) County Superintendent of SchoolsSearch for more papers by this authorHarry Price, Harry Price Upper Moreland (Penna.) School DistrictSearch for more papers by this author Lester Mann, Lester Mann Office of the Montgomery (Penna.) County Superintendent of SchoolsSearch for more papers by this authorAgnes Alvord, Agnes Alvord Office of the Montgomery (Penna.) County Superintendent of SchoolsSearch for more papers by this authorHarry Price, Harry Price Upper Moreland (Penna.) School DistrictSearch for more papers by this author First published: April 1963 https://doi.org/10.1002/1097-4679(196304)19:2<206::AID-JCLP2270190218>3.0.CO;2-JCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume19, Issue2April 1963Pages 206-208 RelatedInformation