School Adjustment

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School Adjustment

• Reynolds and Miller
• Chapter 11

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What is school adjustment?
Ecological approach achievement of goals
that result in social integration as well as
resulting in positive developmental outcomes
for the self
Any school related outcome
Absence of maladaptive outcomes

Ability to coordinate and achieve balance
between personal and social goals
Social integrative goals vs.
Self related goals

• Four dimensions of competence
• Achievement of personal goals
• Achievement of situational
• relevant goals
• Use of appropriate means to
• achieve these goals
• Accomplish goals that result in
• positive developmental outcomes

Competence Person/environment fit
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Research on Social Aspects of School Adjustment

• 2. Goals for education model
• citizens ?character development and
• scholars (pass the course)
• Social goals federal mandates...in 5
• academic domains (subject areas) and
• 5 non academic domains?(motivation,
• interpersonal competence, moral
• development, health and career
• development)
• Teachers interviews classified students
• based on
• ..Attachment?bright, hardworking,
• model
• .. Concern?excessive but appropriate
• demands
• .. Indifference?few contacts with
• the teacher
• ..Rejection? problem behaviors

1. Social motivation social goal pursuit
cognitive representations of desired future
outcome?their achievement acceptance and
approval of the social group and feelings of
self efficacy a) social relationship goals b)
task related goals

• At risk students?goals?self
• determination and rule breaking, also
• having fun
• Not-at risk students?achievement
• and responsible interpersonal
• behavior

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• Behavioral competence most studies have
• been in prosocial and responsible behavior
  and
• their impact on achievement. t

3. Interpersonal Relationships with Peers and
Teachers
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Social Influences and School Adjustment

• School adjustment can be influenced by
  interactions
• with adults and peers
• Interactions with adults and their impact on
• internalization of goals (intrinsic
  interest)
• a) Parents as socializers?consistent
  enforcement of rules, expectations for self
  reliance and self
• control, expressions of warmth, listening
  skills?
• achievers, high motivation better school
  adjust-
• ment
• b) Teachers as socializers?communicate
• expectations (academic social), provide
  contexts that can support or discourage students
• i.e. learning structures and modeling

• 2. Peers as socializers of school adjustment
• Interactions with peers have been seen as having
  negative impact on students
• the little research in this area has shown that
  a) peer group membership has
• associated with the development of classroom
  goals, and b) in cooperative classrooms students
  can held e/other accountable

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