4~9年级学生社会适应的发展现状及教育启示

The Current State of Social Adjustment among Pupils in Years 4 to 9 and Implications for Education

摘要: 为探究4~9年级学生社会适应的发展现状，本研究采用问卷法对3093名4~9年级学生进行调查。结果发现：4~9年级学生社会适应整体状况为中等偏上；4~9年级学生社会适应存在显著的性别和年级差异，具体表现为女生的自我适应、情绪适应、人际适应及社会适应总均分均显著低于男生，但在规则适应维度女生得分显著高于男生；从整体看，社会适应总均分及各个维度表现为随着年级增高得分有所下降。留守儿童社会适应总均分及各个维度显著低于非留守儿童。研究结果揭示了4~9年级学生社会适应的发展特点，且留守儿童社会适应状况相对处于劣势，这对4~9年级学生社会适应的促进具有一定的指导意义。

Abstract: To investigate the current state of social adjustment among pupils in Years 4 to 9, this study employed a questionnaire survey of 3093 pupils in these years. The findings revealed that the overall level of social adjustment among pupils in years 4 to 9 was slightly above average; significant gender and year-group differences were observed in their social adjustment. Specifically, girls’ mean scores for self-adjustment, emotional adjustment, interpersonal adjustment and overall social adjustment were significantly lower than those of boys, although girls scored significantly higher than boys on the rule adjustment dimension. Overall, both the mean score for social adjustment and scores across all dimensions showed a decline as pupils progressed through the year groups. The overall mean scores for social adjustment, as well as scores across all dimensions, were significantly lower for left-behind children than for non-left-behind children. The findings reveal the developmental characteristics of social adjustment among pupils in years 4 to 9, and indicate that left-behind children are at a relative disadvantage in terms of social adjustment. This has certain implications for guiding the promotion of social adjustment among pupils in years 4 to 9.