小学低年级学生学校适应早期预测因素和保护性因素研究
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摘要
学校适应是指儿童进入正规学校后在学业成绩、人际交往等各方面的发展状况，是儿童个体的特征与学校环境的要求之间相互作用的结果。对学校适应风险的及早识别和有针对性的及早干预有利于促进儿童的学校适应状况。一方面教育者有必要了解学校适应的早期预测因素，通过简洁、高效的筛查工具，尽早识别存在适应问题风险的儿童，给予更多的关注，以防止潜在风险发展为现实问题；另一方面，对于存在适应问题的儿童，教育者有必要寻找能够促进其积极发展的活跃的保护性因素，以探索有针对性的干预方案。因此，本研究采取纵向追踪研究，探索学校适应的早期预测因素和保护性因素，为学校适应风险的早期识别与干预提供依据。
研究一：采用个别测试的途径探索小学低年级学生学校适应的早期预测因素。采用Kagan模型下的儿童入学准备个别测试测量即将入学的349名儿童的入学准备水平，并于二年级上学期采用多个指标评估这些儿童的学校适应状况，分别使用以变量为中心和以个体为中心的方法，考察儿童入学准备水平对学校适应结果的预测作用。研究发现：（1）儿童入学准备状态和学校适应结果存在性别差异。总体来看，女孩的发展水平比男孩高；（2）儿童入学准备五领域总分正向预测儿童的学习成绩和积极社会适应行为；（3）学习方式领域得分能够单独正向预测儿童的学校态度；学习方式和认知与一般知识两个领域得分共同正向预测儿童的学习成绩；言语发展和身体健康与动作技能两个领域得分共同正向预测儿童的积极社会适应行为；（4）根据儿童入学准备五领域发展水平，可以将儿童分为三种类型：五个领域发展都好、情绪和社会性以及身体健康和运动技能两个领域发展较差、五领域发展均较差。进一步研究发现，第二种类型的儿童比第三种类型的儿童具有更积极的学校态度和更多的积极社会适应行为；第一、二种类型的儿童比第三种类型的儿童具有更好的学习成绩和更多的积极社会适应行为；第一种和第二种类型的儿童在学校适应各方面差异不显著。
研究二：尽管研究一中发现了Kagan五领域模型下的儿童入学准备水平能够预测学校适应结果，但由于个别测试的方式费时费力，因此本研究采用家长评价的途径探索小学低年级学生学校适应的预测因素。入学初，采用入学准备家长评价问卷评估儿童的入学准备发展水平，二年级上学期时采用多个指标评价儿童的学校适应结果，考察儿童入学准备水平对学校适应各指标的预测作用。结果发现：（1）儿童的性别、气质类型、家庭社会经济地位影响儿童的入学准备水平。儿童的性别影响积极品质得分，女孩的积极品质得分比男孩高；相比其他气质类型的儿童，回避型儿童表现出较高的退缩风险、较低的纪律风险和较少的积极品质；趋向型儿童表现出较高的纪律风险、较低的退缩风险和较差的自我控制能力；和趋向型儿童相比，一般型儿童（既没表现出回避型特点也没表现出趋向型特点的儿童）表现出较低的纪律风险，较好的自我控制能力和较多的积极品质。家庭社会经济地位影响发展风险和自我控制能力得分两个方面，尤其是纪律风险和情绪控制能力；家庭社会经济地位越高，儿童的风险水平越低，自我控制能力越好；（2）儿童的家庭社会经济地位、发展风险、自我控制能力、积极品质水平能够预测儿童的学校适应结果，主要体现在学校态度、学习成绩、积极社会适应以及外化社会适应问题四个方面，只有自我控制能力总分能够预测内化的消极社会适应问题。另外，发展风险及自我控制能力对学校适应结果的预测力相对较高。
研究三：为了更加准确、有效地预测儿童学校适应结果，采用支持向量机的方法考察儿童入学准备个别测试工具和儿童入学准备家长评价工具对学校适应问题的预测力。结果表明：（1）人口统计学变量和家长评价结果组合的预测力与人口统计学变量和个别测试信息组合的预测力相似；在人口统计学变量和家长评价结果的基础上，增加个别测试结果后的综合预测力有所提高，但提高的程度不大。因此，考虑到个别测试方式费时费力的特点，今后可采用家长评价的途径评估儿童的入学准备状态，进而预测儿童入学后是否存在学校适应问题；（2）为了进一步验证模型识别方法的准确性，将原有样本拆分为模型识别组和模型验证组，采用同样的方法，使用模型识别组的数据进行模型识别，将模型验证组作为新样本预测其学校适应结果。考察两种入学准备测试工具的预测力，得到相似结果，但由于样本量减少导致预测力指标相对下降，尤其特异性指标相对较低。另外，已编写出相应的操作文件，在R软件环境下，根据儿童入学准备水平能够预测其是否存在学校适应问题。
研究四：以往研究已发现多种学校适应的促进因素，但这些因素能否抵御危险性因素的消极影响，对儿童的学校适应起到保护性作用，还需要进一步的研究证实。本研究试图探索小学低年级学生学校适应的活跃的保护性因素。入学初分别采用入学准备个别测试和入学准备家长评价工具测量儿童的入学准备水平，在一年级下学期，采用同伴提名的方式评价这一批儿童的师生关系及同伴地位，在二年级上学期通过多个指标评估儿童的学校适应结果，探索对于存在危险性因素的儿童良好学校适应的保护性因素。结果发现：（1）保护性因素以两种不同的作用方式影响儿童的学校适应结果，分别起到补偿性作用（保护性因素直接作用于发展结果）和调节作用（保护性因素改变预测因素对发展结果的影响）；（2）亲密的师生关系、受接纳的同伴地位和积极的教养方式同时以这两种作用方式发挥保护性作用；（3）对于存在不同危险性因素的儿童，学校适应的保护性因素不同。对于父母受教育程度低及入学准备不足的儿童，亲密的师生关系和受接纳的同伴地位起到保护性作用；对于存在纪律风险的儿童，家庭积极的教养方式起到保护性作用。
综上，本研究有以下几方面发现：（1）儿童入学准备五领域发展水平正向预测学习成绩和积极社会适应行为；家庭社会经济地位、自我控制能力和积极品质水平正向预测儿童的学习成绩、学校态度、积极社会适应行为，反向预测外化社会适应问题，另外自我控制能力反向预测内化社会适应问题；发展风险水平反向预测儿童的学习成绩、学习态度和积极社会适应行为，正向预测外化消极社会适应问题。（2）由于儿童的人口统计学变量和家长评价结果组合的预测力指标与人口统计学变量和个别测试结果组合的预测力指标相似，因此未来可采用简洁的儿童入学准备家长评价工具较准确地预测儿童入学后是否存在学校适应问题，但特异性指标还有待提高；（3）保护性因素包括家庭积极的教养方式、亲密的师生关系和受接纳的同伴地位三个方面，未来可针对这些保护性因素探索有效的干预方案，促进儿童良好的学校适应。
School adjustment is about the development condition on childrens’ academicperformance, interpersonal and so on at school, it means the interaction betweenchildren's individual characteristics and the requirements of the school environment.As earlier as identification and intervention of school maladjustment is conducive tochildren's school adjustment. On the one hand, educators should realize the earlypredictive factor of school adaptation, use a simple and efficient tool for evaluation,then they can identify the children who are difficult to adapt to school as early aspossible, and give more attention to prevent the potential risk from practical problems.On the other hand, we should look for protective factors to promote their developmentfor the children who have risks to explor target prevention programs. Then this studyexplores the early predictive factor of school adaptation and protective factors for thechildren at risk with a longitudinal study. In order to provide the technical support tothe educators of educational practice.
Study1, choose the individual test to explore the early predictive factor of schooladaptation of the primary students. Use the School Readiness TestBattery-Comprehensive Version（SRTB-CV）to test the349incoming children, thenevaluate their adaptation to school with a variety of indexs when they were GradeTwo. Invest the effects of school readiness to school adjustment with the methods ofVariable-center and Individual-center. The study finds:(1) There is gender differencein children's school readiness and school adaptation. Overall, the level of developmentof girls is better than boys.(2) The total score of five areas of school readiness predictthe children’s their records and positive social adaptation positively（.3）The record ofApproaches Toward Learning Approaches predicts their attitude to school dependently.The scores of Approaches Toward Learning Approaches and Cognition and GeneralKnowledge predict academic performance together. The scores of LanguageDevelopment Language and Social and Emotional Development predict positivesocial adaptation together.（4）According to childrens’ school readiness, they can bedivided into three types: the first is good on five areas, the second is poor on Socialand Emotional Development and Physical Well-Being and Motor Development, thethird is bad on five areas. Further study finds that the second type of school children issignally better than the third on the attitude to school,the first and the second type arebetter than the third type on school record and social adaptation, there is no differencebetween the first and second types.
Study2, although study1finds that under the model of Kagan’s, the level ofchildren's school readiness is effective to predict the children’s adaptation to theschool, some tests waste too much time and energy. So this study is to explore thepredictive factors of the younger primary students’ adaptation to school using theevaluation of their parents. It is as the follow: at the beginning of school, we testchildren’s school readiness with the parents questionnaire, then use several indexs to evaluate their adaptation to school at the former semester of the second grade toexplor the prediction of school readiness. It finds that:(1) Children's gender,temperament and family socio-economic statue has some effect on the level of schoolreadiness of children. Children’s gender affects the positive qualities, girls have muchmore than boys. Compared to the children with other temperament types, withdrawalchildren shows higher withdrawal risk, lower discipline risk and positive qualities.Approach children show more discipline risk, lower withdrawal risk and poorerself-control. Compared to approach children，general type of children (neitherwithdrawal nor approach) have few discipline risk, more positive qualities and betterself-control. The more of the socioeconomic status, better of the development ofchildren, especially the discipline risks and emotional self-control.(2)Children’sfamily socioeconomic status, risk of development, the ability of self-control, the levelof positive quality have effect to predict the children’ s adaption to school, speciallyon the attitude to school, school record, positive social adaptation and externalizationof the negative social adaptation. Just the ability of self-control can predict theinternalizing problem of the negative social adaptation. The risks of developmentand self-control have the relatively higher predict power to school adjustment.
Study3, in order to explore the efficient predictors，use the way of Support VectorMachine to explore and verify the prediction indicator of the individual schoolreadiness test and parents questionnaire to children’s adaptation to school. The resultsshow that:(1) the combined predictive index of the demographic variables and theinformation of the adults’ evaluation about school readiness are similar to thecombined predictive index of the demographic variables and the information ofindividual school readiness text on the prediction to whether the children have theproblem of adaptation to school. The predictive index combined the three informationimproves not too much. So, taking into account of the simpliness, in the future we canget the children’s condition of school readiness using the way of parents’ evaluation topredict the children’s adaptation to school.(2)Break up the sample to modelidentification and model validation group, use the model to identify groups of datausing the same method for model identification, forecast model validation group ofsamples, the results found that specific indicators for the forecast of the new sample isrelatively low.In addition, have already write out the corresponding file operation,according to the new sample of school readiness levels predict its schools to adapt tothe situation.
Study4, Past research found the promoting effect of factors of school adjustmenthas the, but whether these factors can resist risk factors and have protective effect onchildren's school adjustment, need further study. This study tried to explore protectivefactors for elementary school students' school adjustment. At the school beginning，using school readiness individual test and parents questionnaire to measure children'sschool readiness level, in the first grade next semester, with the method of peernomination for this group of children of the relationship between teachers andstudents and peer status information, second grade last semester through a variety ofindexs to evaluate children's school adjustment as a result, to explore the protective factors of the younger primary students’ adaptation to school. The results shows that(1) Protective factors affect the result of the children’s adaptation to school in twodifferent ways. They play the role of compensation (protective factors have a directeffect on the results) and regulation (protective factors change the effect of predictivefactors on the result of the development) respectively.（2）Close teacher-studentrelationship, higher status among the companion and positive family education wayplay a protective role in two ways at the same time.(3) For the children with differentrisk factors, the protective factors of school adaptation is different. For the parentshave lower level of education and school readiness, a close relationship betweenteachers and students and the acceptance of peer status play a protective role; For thechildren who have discipline risks, the way of positive family education plays aprotective role.
In conclusion, this study has found the following several aspects:(1) Children'sschool readiness development level predict children’s record and positive socialadaptation positively. Family socioeconomic status, self-control and positive qualitiespredict children’s school attitude, record, positive social adaptation positively, predictexternalization problems negatively, the level of self-control predicts internalizationproblems negatively. The level of development risks predicts children’s schoolattitude, record, positive social adaptation negatively, predicts externalizationproblems negatively. The type of temperament effects childrens’s school adjustments,the chidren of general type(neither withdraw nor approach) have better level of schooladjustment.(2) Beause the predictive powers of demographic variables and theparents evaluation results to children's school adjustment are nearly the same, wecould choose the parents questionnaire to assess children's school readiness, and thenpredict the school adjustment result. But still need to increase the index of specificity.(3) There are three protect factors, close teacher-student relationship, higher statusamong the companion and positive family education. In the future we can explorprevention projects about the protect fators, in order to promote children’s schooladjustment.
研究一：采用个别测试的途径探索小学低年级学生学校适应的早期预测因素。采用Kagan模型下的儿童入学准备个别测试测量即将入学的349名儿童的入学准备水平，并于二年级上学期采用多个指标评估这些儿童的学校适应状况，分别使用以变量为中心和以个体为中心的方法，考察儿童入学准备水平对学校适应结果的预测作用。研究发现：（1）儿童入学准备状态和学校适应结果存在性别差异。总体来看，女孩的发展水平比男孩高；（2）儿童入学准备五领域总分正向预测儿童的学习成绩和积极社会适应行为；（3）学习方式领域得分能够单独正向预测儿童的学校态度；学习方式和认知与一般知识两个领域得分共同正向预测儿童的学习成绩；言语发展和身体健康与动作技能两个领域得分共同正向预测儿童的积极社会适应行为；（4）根据儿童入学准备五领域发展水平，可以将儿童分为三种类型：五个领域发展都好、情绪和社会性以及身体健康和运动技能两个领域发展较差、五领域发展均较差。进一步研究发现，第二种类型的儿童比第三种类型的儿童具有更积极的学校态度和更多的积极社会适应行为；第一、二种类型的儿童比第三种类型的儿童具有更好的学习成绩和更多的积极社会适应行为；第一种和第二种类型的儿童在学校适应各方面差异不显著。
研究二：尽管研究一中发现了Kagan五领域模型下的儿童入学准备水平能够预测学校适应结果，但由于个别测试的方式费时费力，因此本研究采用家长评价的途径探索小学低年级学生学校适应的预测因素。入学初，采用入学准备家长评价问卷评估儿童的入学准备发展水平，二年级上学期时采用多个指标评价儿童的学校适应结果，考察儿童入学准备水平对学校适应各指标的预测作用。结果发现：（1）儿童的性别、气质类型、家庭社会经济地位影响儿童的入学准备水平。儿童的性别影响积极品质得分，女孩的积极品质得分比男孩高；相比其他气质类型的儿童，回避型儿童表现出较高的退缩风险、较低的纪律风险和较少的积极品质；趋向型儿童表现出较高的纪律风险、较低的退缩风险和较差的自我控制能力；和趋向型儿童相比，一般型儿童（既没表现出回避型特点也没表现出趋向型特点的儿童）表现出较低的纪律风险，较好的自我控制能力和较多的积极品质。家庭社会经济地位影响发展风险和自我控制能力得分两个方面，尤其是纪律风险和情绪控制能力；家庭社会经济地位越高，儿童的风险水平越低，自我控制能力越好；（2）儿童的家庭社会经济地位、发展风险、自我控制能力、积极品质水平能够预测儿童的学校适应结果，主要体现在学校态度、学习成绩、积极社会适应以及外化社会适应问题四个方面，只有自我控制能力总分能够预测内化的消极社会适应问题。另外，发展风险及自我控制能力对学校适应结果的预测力相对较高。
研究三：为了更加准确、有效地预测儿童学校适应结果，采用支持向量机的方法考察儿童入学准备个别测试工具和儿童入学准备家长评价工具对学校适应问题的预测力。结果表明：（1）人口统计学变量和家长评价结果组合的预测力与人口统计学变量和个别测试信息组合的预测力相似；在人口统计学变量和家长评价结果的基础上，增加个别测试结果后的综合预测力有所提高，但提高的程度不大。因此，考虑到个别测试方式费时费力的特点，今后可采用家长评价的途径评估儿童的入学准备状态，进而预测儿童入学后是否存在学校适应问题；（2）为了进一步验证模型识别方法的准确性，将原有样本拆分为模型识别组和模型验证组，采用同样的方法，使用模型识别组的数据进行模型识别，将模型验证组作为新样本预测其学校适应结果。考察两种入学准备测试工具的预测力，得到相似结果，但由于样本量减少导致预测力指标相对下降，尤其特异性指标相对较低。另外，已编写出相应的操作文件，在R软件环境下，根据儿童入学准备水平能够预测其是否存在学校适应问题。
研究四：以往研究已发现多种学校适应的促进因素，但这些因素能否抵御危险性因素的消极影响，对儿童的学校适应起到保护性作用，还需要进一步的研究证实。本研究试图探索小学低年级学生学校适应的活跃的保护性因素。入学初分别采用入学准备个别测试和入学准备家长评价工具测量儿童的入学准备水平，在一年级下学期，采用同伴提名的方式评价这一批儿童的师生关系及同伴地位，在二年级上学期通过多个指标评估儿童的学校适应结果，探索对于存在危险性因素的儿童良好学校适应的保护性因素。结果发现：（1）保护性因素以两种不同的作用方式影响儿童的学校适应结果，分别起到补偿性作用（保护性因素直接作用于发展结果）和调节作用（保护性因素改变预测因素对发展结果的影响）；（2）亲密的师生关系、受接纳的同伴地位和积极的教养方式同时以这两种作用方式发挥保护性作用；（3）对于存在不同危险性因素的儿童，学校适应的保护性因素不同。对于父母受教育程度低及入学准备不足的儿童，亲密的师生关系和受接纳的同伴地位起到保护性作用；对于存在纪律风险的儿童，家庭积极的教养方式起到保护性作用。
综上，本研究有以下几方面发现：（1）儿童入学准备五领域发展水平正向预测学习成绩和积极社会适应行为；家庭社会经济地位、自我控制能力和积极品质水平正向预测儿童的学习成绩、学校态度、积极社会适应行为，反向预测外化社会适应问题，另外自我控制能力反向预测内化社会适应问题；发展风险水平反向预测儿童的学习成绩、学习态度和积极社会适应行为，正向预测外化消极社会适应问题。（2）由于儿童的人口统计学变量和家长评价结果组合的预测力指标与人口统计学变量和个别测试结果组合的预测力指标相似，因此未来可采用简洁的儿童入学准备家长评价工具较准确地预测儿童入学后是否存在学校适应问题，但特异性指标还有待提高；（3）保护性因素包括家庭积极的教养方式、亲密的师生关系和受接纳的同伴地位三个方面，未来可针对这些保护性因素探索有效的干预方案，促进儿童良好的学校适应。
School adjustment is about the development condition on childrens’ academicperformance, interpersonal and so on at school, it means the interaction betweenchildren's individual characteristics and the requirements of the school environment.As earlier as identification and intervention of school maladjustment is conducive tochildren's school adjustment. On the one hand, educators should realize the earlypredictive factor of school adaptation, use a simple and efficient tool for evaluation,then they can identify the children who are difficult to adapt to school as early aspossible, and give more attention to prevent the potential risk from practical problems.On the other hand, we should look for protective factors to promote their developmentfor the children who have risks to explor target prevention programs. Then this studyexplores the early predictive factor of school adaptation and protective factors for thechildren at risk with a longitudinal study. In order to provide the technical support tothe educators of educational practice.
Study1, choose the individual test to explore the early predictive factor of schooladaptation of the primary students. Use the School Readiness TestBattery-Comprehensive Version（SRTB-CV）to test the349incoming children, thenevaluate their adaptation to school with a variety of indexs when they were GradeTwo. Invest the effects of school readiness to school adjustment with the methods ofVariable-center and Individual-center. The study finds:(1) There is gender differencein children's school readiness and school adaptation. Overall, the level of developmentof girls is better than boys.(2) The total score of five areas of school readiness predictthe children’s their records and positive social adaptation positively（.3）The record ofApproaches Toward Learning Approaches predicts their attitude to school dependently.The scores of Approaches Toward Learning Approaches and Cognition and GeneralKnowledge predict academic performance together. The scores of LanguageDevelopment Language and Social and Emotional Development predict positivesocial adaptation together.（4）According to childrens’ school readiness, they can bedivided into three types: the first is good on five areas, the second is poor on Socialand Emotional Development and Physical Well-Being and Motor Development, thethird is bad on five areas. Further study finds that the second type of school children issignally better than the third on the attitude to school,the first and the second type arebetter than the third type on school record and social adaptation, there is no differencebetween the first and second types.
Study2, although study1finds that under the model of Kagan’s, the level ofchildren's school readiness is effective to predict the children’s adaptation to theschool, some tests waste too much time and energy. So this study is to explore thepredictive factors of the younger primary students’ adaptation to school using theevaluation of their parents. It is as the follow: at the beginning of school, we testchildren’s school readiness with the parents questionnaire, then use several indexs to evaluate their adaptation to school at the former semester of the second grade toexplor the prediction of school readiness. It finds that:(1) Children's gender,temperament and family socio-economic statue has some effect on the level of schoolreadiness of children. Children’s gender affects the positive qualities, girls have muchmore than boys. Compared to the children with other temperament types, withdrawalchildren shows higher withdrawal risk, lower discipline risk and positive qualities.Approach children show more discipline risk, lower withdrawal risk and poorerself-control. Compared to approach children，general type of children (neitherwithdrawal nor approach) have few discipline risk, more positive qualities and betterself-control. The more of the socioeconomic status, better of the development ofchildren, especially the discipline risks and emotional self-control.(2)Children’sfamily socioeconomic status, risk of development, the ability of self-control, the levelof positive quality have effect to predict the children’ s adaption to school, speciallyon the attitude to school, school record, positive social adaptation and externalizationof the negative social adaptation. Just the ability of self-control can predict theinternalizing problem of the negative social adaptation. The risks of developmentand self-control have the relatively higher predict power to school adjustment.
Study3, in order to explore the efficient predictors，use the way of Support VectorMachine to explore and verify the prediction indicator of the individual schoolreadiness test and parents questionnaire to children’s adaptation to school. The resultsshow that:(1) the combined predictive index of the demographic variables and theinformation of the adults’ evaluation about school readiness are similar to thecombined predictive index of the demographic variables and the information ofindividual school readiness text on the prediction to whether the children have theproblem of adaptation to school. The predictive index combined the three informationimproves not too much. So, taking into account of the simpliness, in the future we canget the children’s condition of school readiness using the way of parents’ evaluation topredict the children’s adaptation to school.(2)Break up the sample to modelidentification and model validation group, use the model to identify groups of datausing the same method for model identification, forecast model validation group ofsamples, the results found that specific indicators for the forecast of the new sample isrelatively low.In addition, have already write out the corresponding file operation,according to the new sample of school readiness levels predict its schools to adapt tothe situation.
Study4, Past research found the promoting effect of factors of school adjustmenthas the, but whether these factors can resist risk factors and have protective effect onchildren's school adjustment, need further study. This study tried to explore protectivefactors for elementary school students' school adjustment. At the school beginning，using school readiness individual test and parents questionnaire to measure children'sschool readiness level, in the first grade next semester, with the method of peernomination for this group of children of the relationship between teachers andstudents and peer status information, second grade last semester through a variety ofindexs to evaluate children's school adjustment as a result, to explore the protective factors of the younger primary students’ adaptation to school. The results shows that(1) Protective factors affect the result of the children’s adaptation to school in twodifferent ways. They play the role of compensation (protective factors have a directeffect on the results) and regulation (protective factors change the effect of predictivefactors on the result of the development) respectively.（2）Close teacher-studentrelationship, higher status among the companion and positive family education wayplay a protective role in two ways at the same time.(3) For the children with differentrisk factors, the protective factors of school adaptation is different. For the parentshave lower level of education and school readiness, a close relationship betweenteachers and students and the acceptance of peer status play a protective role; For thechildren who have discipline risks, the way of positive family education plays aprotective role.
In conclusion, this study has found the following several aspects:(1) Children'sschool readiness development level predict children’s record and positive socialadaptation positively. Family socioeconomic status, self-control and positive qualitiespredict children’s school attitude, record, positive social adaptation positively, predictexternalization problems negatively, the level of self-control predicts internalizationproblems negatively. The level of development risks predicts children’s schoolattitude, record, positive social adaptation negatively, predicts externalizationproblems negatively. The type of temperament effects childrens’s school adjustments,the chidren of general type(neither withdraw nor approach) have better level of schooladjustment.(2) Beause the predictive powers of demographic variables and theparents evaluation results to children's school adjustment are nearly the same, wecould choose the parents questionnaire to assess children's school readiness, and thenpredict the school adjustment result. But still need to increase the index of specificity.(3) There are three protect factors, close teacher-student relationship, higher statusamong the companion and positive family education. In the future we can explorprevention projects about the protect fators, in order to promote children’s schooladjustment.
引文
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