Relationships between Secondary School Students’ Perceptions of School Adjustment and Well-being

Su-ching Lin, Chun-Tsu Hsu


The research is financed by the Ministry of Science and Technology, Taiwan. No. MOST 108-2410-               H-018-016-MY2


Both school adjustment and well-being are fundamental to a good quality of life for youth. Good school adjustment is important and has far-reaching influences on the psychology and behavior of middle school students, which sets the stage for future educational and occupational opportunities. Good mental health or well-being helps young people develop the skills they need to cope with whatever life throws at them. The purposes of this study were to explore the relationships between secondary school students’ perceptions of school adjustment and well-being. 890 secondary students were selected from central Taiwan. A questionnaire was applied to collect data. Data were analyzed by using descriptive statistics, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The findings of this study were as follows: First, students’ perceptions of school adjustment and well-being were moderate level. Second, respondents with different family socio-economic status showed significant differences in school adjustment including dimensions of overall, academic adjustment, proper behavior, and self-affirmation, and also showed significant differences in well-being including dimensions of overall, life satisfaction, physical-mental health, and self-evaluation. Third, there was a medium positive correlation between respondents' school adjustment and well-being. The school adjustment could predict well-being and the peer relationship and the self-assurance were the better predictors of well-being.

Keywords: Secondary school students, School adjustment, Well-being

DOI: 10.7176/JEP/11-30-19

Publication date:October 31st 2020

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