初中生心理弹性与学校适应的关系
The Relation between Adolescents' Resilience and School Adaptation

采用追踪研究设计考察了初中生的心理弹性与其学校适应之间的相互作用。通过整群取样的方法，对江苏省苏州市三所初中的470名初中生进行了为期一年的追踪。由初中生报告自己的心理弹性，由教师和家长分别报告初中生在学校的适应情况。结果表明：（1）在第一年和第二年，心理弹性和学校适应能力之间存在显著的正相关，与外显问题、内隐问题和学习问题存在显著的负相关；（2）在控制了变量自身的稳定性之后，第一年心理弹性能显著预测第二年学校适应，第一年学校适应无法预测第二年心理弹性。本研究的结果表明，心理弹性与学校适应之间存在单向作用关系。
This research aimed to examine the relation between adolescents' resilience and school adaptation with longitudinal design. Four hundred and seventy adolescents (254 boys, 216 girls; M age=12.95, SD=0.91 at the first assessment) participated in this study and was followed up for one year. Adolescents were asked to report their resilience on the Resilience Scale for Chinese Adolescents. Parents and teachers were asked to rate adolescents' school adaptation on a revised version of Teacher-Child Rating Scale and Parent-Child Rating Scale, respectively. One year later (T2), data was collected in the same manner. The results of this research showed that:(1) Adolescents' resilience was positively correlated with competence at both T1 and T2, negatively correlated with learning problems, externalizing problems, and internalizing problems; (2)In general, after controlling for the effect of sex, SES, and the stability of adolescents' resilience and school adaptation, adolescents' resilience at T1 significantly predicted teacher-reported internalizing problems, learning problems and school-related competence, and parent-reported competence at T2, however, adolescents' school adaptation could not predict their resilience at T2. These results indicate that adolescents' resilience might have unidirectional effect on their school adaptation.