Family and school are two main places for adolescents to flourish socialization, which can be contributed by good parent-child attachment and school bonding. Earlier studies suggested that parent-child attachment played an important role in promoting the formation of high-level school bonding, which is also likely to influence social adaptation formation. This study aimed to explore the relationship between parent-child attachment and social adaptation, and the mediating role of school bonding. Using stratified cluster sampling, 1440 college students were first randomly selected from four universities and then stratified by specialty with a balance between genders and grades. Participants voluntarily participated in this study and completed questionnaires including the Parent-Child Attachment Scale, School Bonding Scale and Social Adaptation Scale. Finally, a total of 1,320 college students were included in the analysis (59.5% female; aged 18-24 years, Mage=20.39±1.52 years). Data analysis and structural equation modeling using SPSS 22.0 and AMOS 23.0. The results indicated that the overall level of parent-child attachment in female (M = 75.72, SD = 12.36) was significantly higher than that of male (M = 73.71, SD = 12.68; F = 8.22, p < 0.01). Difference was also found between Sibling status (F =13.90, p < 0.001), and the only-child (M = 76.16, SD = 12.72) scored significantly higher than their counterparts (non-only children, M =73.60, SD = 12.19). Parent-child attachment was positively correlated with social adaptation ( p < 0.01) and school bonding (p < 0.01), while school bonding was also positively correlated with social adaptation score (p < 0.01). School bonding played a partial intermediary role in the relationship between parent-child attachment and social adaptation (β = 0.15). Our research identified a direct influence of parent-child attachment and an indirect influence via school bonding on social adaptation among college students.

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Parent-Child Attachment and Social Adaptation Behavior in Chinese College Students: The Mediating Role of School Bonding.

Identifying the impact of WeChat interaction on college adjustment and academic performance among freshmen: The mediator role school connectedness

Aim: According to the research, many students consider the first year of university as one of the challenging and stressful periods of life and they can’t properly adjust to it. The goal of this research was to study the lived experiences of students with low adjustment in the first year of university to determine problems and challenges of adjustment to university. Method: The research method was qualitative phenomenological. Data were collected using semi-structured interviews and analyzed using Colaizzi's 7-step method. The study’s population was the Bachelor’s students with low adjustment in Bandar Abbas Islamic Azad University, in the 1399-1400 academic year. The Purposeful sampling method was conducted on 18 students with low adjustment until reaching data saturation. Results: Qualitative phenomenological analysis led to the extraction of seven main themes and thirty-three sub-themes. Social and communication problems, emotional problems, irrational beliefs, learning problems, motivational problems, family and university environment problems were determined as the main themes. Conclusion: The results indicated that maladjusted students experience numerous intrapersonal and environmental problems in adjusting to university. However, the intrapersonal factors share was higher than environmental factors. Thus, due to the multi-dimensional nature of students' problems, it is essential to conduct multilateral interventions to increase students' adjustment to university.

https://apsy.sbu.ac.ir/article_101827_609f237934a717e14348eab5b9690dc0.pdf

Analysis of the Lived Experience of Maladjusted Students from the Dimensions of Maladjustment in University: Qualitative Phenomenological Study

The present study, it was aimed to examine school alienation in adolescents in terms of gender, migration experience, perceived school security, grade level, perceived academic success level, parental education level, perceived economic level and type of school attended. The study group of the research consisted of a total of 556 adolescents, 318 of whom were female and 238 of whom were male, studying at the high school level. The obtained findings were analyzed by t-test, one-way ANOVA analysis, and multiple linear regression analysis. As a result of the findings of the research, as the grade level increases, the alienation increases, that is, the 11th and 12th-grade students are more alienated from the school than the 9th and 10th-grade students, and according to the variable of the school type attended, the Science High School students are significantly more alienated from the Vocational High School students, It has been found that students with low and medium school achievements are significantly more alienated than students with high school achievement, and students who do not feel safe at school are significantly more alienated from school than students who feel safe at school. There was no significant difference between school alienation and gender, immigration, perceived economic level, and mother and father education levels in adolescents. As a result, activities such as creating a safe climate at school, carrying out harmony and acquaintance programs among students, and making students feel a sense of success by being actively involved in the education process can be preventive for alienation from school.

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Investigation of School Alienation in terms of Various Variables in Adolescents Attending High School

Associations of resilience and respiratory sinus arrhythmia with alienation among college students.

Existing studies have explored the relationship between shyness and specific indicators of social adjustment of children or middle school students, indicating that individuals with shyness have social maladjustment. However, few studies have examined the overall social adjustment and underlying mechanisms of college students. Therefore, the present study explored the influence of shyness on the overall social adjustment of college students and its underlying mechanism from the perspective of individuals’ interaction with their environment. 1201 participants (Mage = 19.43, SD = 1.40) from two universities in China were measured using the College Student Shyness Scale, Adolescent Alienation Scale, School Connectedness Scale, and Chinese College Student Adjustment Scale. The results showed that shyness was negatively associated with social adjustment and that alienation partially mediated the relationship between them. Moreover, this mediation effect was moderated by school connectedness. Specifically, school connectedness moderated the second stage of the mediating process, that is, school connectedness could effectively alleviate the social maladjustment caused by alienation, and the protection effect of this moderation on low alienation was more obvious. These findings enrich the research on social adjustment of college students, and show that reducing alienation and strengthening school connectedness can alleviate the maladjustment of shy college students.

Fengqiang Gao

Papers

Shyness and social adjustment in Chinese college students: A moderated mediation of alienation and school connectedness