A Longitudinal Study of School Adjustment Process for the First Grader in Junior High School

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  • 中学1年生における学校適応過程についての縦断的研究
  • チュウガク 1ネンセイ ニ オケル ガッコウ テキオウ カテイ ニ ツイテ ノ ジュウダンテキ ケンキュウ

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Abstract

This study focuses how the meaning of school life for students changes, We investigated the relation between change of its meaning and school adjustment process in the first grader of junior high school. Based on the previous studies, coping with external demand and internal need were distinguished. Ten students participated in semi-structured interview three times (June, August, October). Analysis of protocol about interviews yielded the following results: (1) As students got more knowledge about school life and expanded interpersonal relationship, they could learn how to cope with demand posed by school environment, and they had higher level of sense of school adjustment. (2) Some students accepted demand given by school environment and felt satisfaction. However, the other students felt dissatisfaction with intensification of the demand. And it was implied that there is a risk, that is, these students' dissatisfaction might increase because of fatigue and rebellious spirit to adapt themselves to the demand. Considering the circumstances mentioned above, there is a possibility that students can't be satisfying internal need even if they could be coping with the demand given by school environment. Therefore, for school adjustment study, students' adjustment needs to be considered from both a sense of adjustment and satisfaction.

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