A Case Study of the School Adjustment of a First-Grade Student

• Main Authors: Yu Yu Chen, 陳俞余
• Other Authors: 廖鳳瑞
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/28512040803662211147

碩士 === 國立臺灣師範大學 === 家政教育研究所 === 87 === This study uses the qualitative method to study one first-grade student (Shang) from a day care center. The main purpose of this study is to understand how he adjusts and copes with the new school experience, and what factors influence his school adjustment. After six months, 52 observations and several interviews with the subject''''s teachers and mother. This study have several findings as following: 1）Shang''''s school adjustment is included of four demonisms: the relationship with his teacher, the relationship with classmates, learning behavior, and attitudes to ward school, and these four demonisms are inter-related. 2）Factors which influencing Shang''''s school adjustment include: personal characters, parenting attitudes, teaching style of the first-grade teacher, preschool school experience, and the content of the first-grade textbooks. 3）Shang''''s school adjustment changes from positive to negative with time. 4）Shang uses different coping strategies with different people, but uses the same strategy to the same people. However, these people change their attitudes about Shang with time. 5）Being able to use strategies to both satisfy his personal needs and meets new schools demands, both Shang is considered to be adjusted to the school. But his adjustment is kind of "inactive". The requests are discussed from the perspective of experience continuity/discontinuity, and implications for future research and practices regarding school adjustment and transition and discussed.