The university stage is an important stage of life development, and it is a critical period for college students to move from dependence to independence and from confusion to maturity. Whether college students can adapt to different teaching and learning methods from middle schools, get along better with students from different places, different personalities and living habits, and independently deal with various problems encountered in life has an important impact on their healthy physical and mental development and smooth college life. Therefore, the adaptation of college students to the school environment is an important research topic worthy of researchers' attention. However, researchers at home and abroad have not reached an agreement on the definition of college students' school adaptation, nor have they put forward a unified measurement index and research tools for college students' school adaptation.
There are several representative definitions of school adaptation. American psychologist Rade and others put forward that school adaptation is a state of happily participating in school activities and succeeding in learning under the school background. Birch believes that school adaptation not only refers to students' school performance, but also includes students' feelings or attitudes towards school and their participation in school activities. China researchers defined college students' school adaptation. Among them, Chen Jun believes that school adaptation is the result of students' active physical and mental adjustment, interaction with the school environment, achieving the educational purpose of the school and successfully completing their studies. It has been pointed out that school adaptation refers to a good state of adaptation between students and the school environment, that is, individuals can feel good about executing and completing various tasks entrusted by the school environment and students' roles. Zhao Juan pointed out that school adaptation means that students' behaviors conform to the school's code of conduct and develop their learning and interpersonal skills in the school environment. To sum up, this study believes that college students' school adaptation refers to the situation that college students successfully complete their study tasks, communicate harmoniously with others, deal with problems encountered in life independently and enjoy college life.
In the past, researchers have done a lot of research on college students' school adaptation, but what aspects college students' school adaptation includes has not been unified. Tao Sha pointed out that freshmen's school adaptation mainly includes five aspects: learning adaptation, interpersonal adaptation, self-care adaptation, overall cognition of the environment and physical and mental symptoms. Chen Jun also pointed out that freshmen's adaptation mainly includes four aspects: life adaptation, study adaptation, communication adaptation and emotional adaptation. Some researchers have conducted a full-scale investigation on college students' school adaptation. Among them, Lu believes that college students' school adaptation includes seven aspects, namely, learning adaptation, interpersonal adaptation, role adaptation, career choice adaptation, self-care adaptation, overall cognition/evaluation of the environment and physical and mental symptoms. Fang Xiaoyi and others put forward that the indicators of school adaptation include learning adaptation, interpersonal adaptation, campus life adaptation, career choice adaptation, emotional adaptation, self-adaptation and satisfaction. Deng believes that college students' school adaptation includes four aspects: teacher-student relationship adaptation, collective adaptation, classmate relationship adaptation and academic adaptation. As can be seen from the above, the recognized indicators of college students' school adaptation mainly include learning adaptation, interpersonal adaptation, life adaptation and environmental adaptation.
At present, there are two measuring tools for college students' school adaptation in China. The first is to translate and revise the scale compiled by foreign researchers. For example, Tao Sha revised the College Students' Adaptation Questionnaire (SACQ) compiled by Baker and Siryk to investigate the freshmen's college adaptation in China University. The questionnaire measures the adaptation of college students from four aspects: academic adaptation, interpersonal adaptation, environmental identity and physical and mental symptoms. This scale is widely used abroad, but it is worth discussing whether the questions and dimensions are suitable for China college students. The second is the scale compiled by China researchers. Among them, Chen Junsi, a researcher in China, compiled the Self-Rating Scale for Freshmen's School Adaptation, including life adaptation, study adaptation, communication adaptation and emotional adaptation, with a total of 45 topics. Deng revised the School Life Adjustment Scale for Senior High School and compiled the College Life Adjustment Scale (LASS) with the topic of 365,438+0. A concise questionnaire on college students' school adaptation was compiled, including 25 questions in three aspects: learning adaptation, interpersonal adaptation and physical and mental adaptation. There are 66 items in China College Students' Adaptation Scale compiled by Lu and 60 items in China College Students' Adaptation Scale compiled by Fang Xiaoyi.
Different researchers use the above scale to investigate the college adaptation of college students in China. For example, Qiu He used the Self-Rating Scale for Freshmen's School Adaptation compiled by Chen Jun, Pan He and Chen Xiao used the China College Student Adaptation Scale compiled by Lu, and included and used the China College Student Adaptation Scale compiled by Fang Xiaoyi.
To sum up, although researchers have discussed and studied the definition, measurement indicators and measurement tools of college students' school adaptation in the past, there are still the following limitations: First, there is still a lack of clear and unified definition of college students' school adaptation; Secondly, in the past, researchers put forward the measurement indicators of college students' school adaptation respectively, and the main indicators representing college students' school adaptation need to be further discussed; Thirdly, although researchers have compiled some college students' school adjustment scales in the past, these scales still lack unified measurement indicators, and these measurement tools also lack good reliability and validity. Therefore, it is necessary to further explore the measurement indicators of college students' school adaptation in China and compile a scale with good reliability and validity suitable for studying college students' school adaptation in China. This study draws lessons from the measurement indicators and tools of previous studies on college students' school adaptation, and then combines the results of open questionnaires to develop a topic scale suitable for college students' school adaptation, and analyzes the reliability and validity of the scale.
1. Objects and methods
1. 1 was tested on undergraduate and graduate students in four types of universities 1 -4. These four types of universities include comprehensive universities, normal universities, universities of science and engineering and agricultural universities. Two tests were conducted in this study.
A total of 520 questionnaires were sent out in the first test, and 473 valid questionnaires (9 1%) were recovered, including 86 (39.3%) boys and 287 (60.7%) girls. Comprehensive university 1 13 students (23. 9%), normal universities 158 (33.4%), universities of science and engineering 109 (23. 0%) and 93 students from Agricultural University (19.7%). There are 98 freshmen (20.7%) and sophomores 147 (3 1. 1%), 65438 junior (29. 2%) and 67 elderly people (14.65438+). 473 subjects were analyzed by neck analysis, discriminant analysis and exploratory factor analysis.
A total of 465,438+06 questionnaires were sent out in the second test, and 388 valid questionnaires were recovered (93%). A total of 936 questionnaires were sent out in the two tests, and 86/kloc-0 questionnaires (92%) were collected, of which 429 were male (49. 8%) and 432 girls (50.2%). There are 2 15 students in comprehensive universities (25%), 270 students in normal universities (3 1.4%), 24 1 student in universities of science and engineering, and 0/35 students in agricultural universities (15.6%). There are 23 1 freshmen (26. 8%), sophomore 225(26. 1%), junior 2 17(25.2%), senior 4 125( 14). 5%), and graduate students. A total of 8,665,438+0 people were tested by confirmatory factor analysis.
1.2 methods According to the results of the open questionnaire and previous studies on college students' school adaptation, this study intends to determine the dimensions of college students' school adaptation in China. The topics of the open questionnaire on college students' school adaptation in this study include: ① What do you think are the characteristics of college life? What does it include? What do you think college life needs to adapt to? Which aspects are better adapted? What aspects are not suitable? The subjects of the open questionnaire were 124 people, including 40 boys and 84 girls. The results show that learning adaptation is the main aspect of college students' school adaptation, including adapting to university learning methods, university teachers' teaching methods and arranging learning time independently. Secondly, the adaptation of interpersonal relationship mainly includes the adaptation to the relationship with classmates and teachers; Third, independent adaptation, including college students independently dealing with problems encountered in college life; Fourthly, adapting to the school environment includes adapting to school meals, using school resources and adapting to the campus environment. Fifth, collective adaptation mainly includes college students' participation and adaptation to class collective activities.
According to the results of the open questionnaire, this study determined that the dimensions of college students' school adaptation questionnaire include learning adaptation, classmate relationship adaptation, teacher-student relationship adaptation, autonomy and independence adaptation, collective adaptation and school environment adaptation. Based on the previous scales measuring these dimensions and the results of this open questionnaire, an initial questionnaire for college students' school adaptation was compiled, with 70 questions in total. The questionnaire was scored by Likert's 5-point method, that is, completely consistent with 1, basically consistent with 2, uncertain with 3, basically disagreeing with 4 and totally disagreeing with 5. 1.3 SPSS 17. 0 and AMOS 5.0 for data analysis. SPSS 17.0 was used for exploratory factor analysis, item analysis, discrimination, reliability and criterion-related validity calculation, AMOS 5. 0 for confirmatory factor analysis.
2. Results
2. 1 project analysis: First, redistribute the scores on reverse topics, so that the higher the scores in each subject, the better the school will adapt; Then add up the scores of all subjects in the used projects to get the total score of school adaptation in all subjects; Then the total score of the scale is arranged in descending order, and the top 27% subjects (high score) and the bottom 27% subjects (low score) are determined. After training, the difference between high score and low score is significant. The results show that 14, 15 and 50 in the initial scale of college students' school adaptation have not reached statistically significant differences between high and low scores.
2.2 Discriminant analysis American investigator Yi Beier believes that items with discriminant index lower than 0. The quality is poor and should be eliminated. The results show that the discrimination indexes of 14, 15, 22, 44, 49 and 50 in the initial scale of college students' school adaptation are all below 0. 2, should be deleted. After item analysis and discriminant analysis, six unqualified questions were deleted, and the remaining 64 questions in the initial scale of college students' school adaptation were analyzed by exploratory factors.
2.3 Exploratory factor analysis First, 473 college students were taken as subjects, and 64 items in the initial scale of college students' school adaptation were tested by Bartlett spherical test. The results show that the sample appropriateness measure KMO is 0. 896，x = 13 177。 500，df = 20 16，p
The factors were extracted by principal component analysis, and the results were analyzed by maximum variance rotation factor. Combined with gravel map, seven factors were extracted, and the cumulative variance interpretation rate of these seven factors was 47. 540%. Topics with factor load less than 0. 35, and deleted two topics with high load on factors, totaling 1 1. Finally, the remaining 53 topics are taken as the topics of the formal college adaptation scale.
The seven factors of college students' school adaptation scale are learning adaptation (14), teacher-student relationship adaptation (13), collective adaptation (10), classmate relationship adaptation (5), autonomy (4), life adaptation (3) and school environment adaptation (4) The topic and load of each factor, as well as the characteristic root and variance explanation rate of each factor.
2.4 Validity analysis
2.4. 1 confirmatory factor analysis in order to further examine the structural validity of the formal scale of college students' school adjustment compiled in this study, that is, to examine the fitting degree between the conceptual model and the actual model, as well as the relationship between the items and various factors, this study used A-MOS to make a confirmatory factor analysis of the model with maximum likelihood estimation. Fitting index of all terms and dimensions. The X/df of all questions in the college adaptation scale for college students compiled in this study is 2.959, while RMESA is less than 0. In confirmatory factor analysis, TLI, CFI and GFI, which are often mentioned, are all above 0. 80, which shows that the model has good fitting degree and the questionnaire has good structural validity.
Z.4.2 Correlation Analysis between Sub-scales and Total Scale This study also calculated the correlation between each factor and the total score to represent the structural validity of the College Students' School Adjustment Scale. The correlation coefficient of each factor of college students' school adaptation questionnaire is 0. 130-0.536, and the correlation between each factor and the total score is between 0.538 -0.775, reaching a medium-high correlation, which shows that the dimensions of the questionnaire are independent of each other, and each factor can well reflect the survey content. The whole questionnaire has good structural validity.
2.4.3 Standard Correlation Validity This study selected 65,438+047 college students as subjects, including 75 boys and 72 girls. The correlation coefficient between the happiness index scale compiled by Campbell et al. and the college students' school adaptation questionnaire compiled in this study is used as the criterion of relevance validity. In the past, most compilers of college students' school adjustment scale used happiness index as the standard of college students' school adjustment.
The criterion-related validity of college students' school adaptation scale and happiness index scale compiled in this study is shown in Table 5. The results show that the correlation validity of all the problems and dimensions of the college students' school adaptation scale and the criterion of happiness index have reached a significant level, and the correlation coefficients of the total score, learning adaptation, autonomy, collective adaptation, life adaptation and happiness index of the college students' school adaptation scale are all high. These results show that the college students' school adaptation scale compiled in this study has high criterion-related validity.
2.5 Reliability analysis
2.5. 1 Test-retest reliability This study selected 106 subjects, including 50 boys and 56 girls, as the test-retest reliability of the College Adaptation Scale. 106 The subjects were tested twice every other month. The retest reliability of college students' school adaptation scale, all questions and dimensions have reached a significant level, which shows that the questionnaire has good retest reliability.
2.5.2 Reliability of Internal Consistency The reliability of the internal consistency of each item in College Students' School Adjustment Scale is 0. 926, while the internal consistency coefficients of learning adaptation, teacher-student relationship adaptation, collective adaptation, autonomy, classmate relationship adaptation, life adaptation and school environment adaptation are 0.880, 0.886, 0.889, 0.7 17, 0.762 and 0.700 respectively.
discuss
On the basis of searching the previous research literature on college students' school adaptation at home and abroad, combined with the results of this open questionnaire survey, this study determined that the dimensions of college students' school adaptation mainly include learning adaptation, interpersonal adaptation, independence, class collective adaptation and school environment adaptation. Referring to the previous scales for measuring these school adaptation indicators and combining the results of the open questionnaire, a questionnaire for college students' school adaptation was compiled, which initially consisted of 70 questions.
After item analysis, discriminant analysis and exploratory factor analysis, there are 53 questions in the formal college students' school adaptation scale, and seven dimensions of the scale are put forward, including: learning adaptation, teacher-student relationship adaptation, collective adaptation, classmate relationship adaptation, autonomy, life adaptation and school environment adaptation. These college students' school adaptation dimensions are more comprehensive and reasonable. In the past, college students' school adaptation scale compiled by researchers usually only put forward the dimension of interpersonal relationship or interpersonal communication to examine college students' interpersonal adaptation, but this study thinks that college students' teacher-student relationship adaptation and classmate relationship adaptation should be investigated separately. Through the exploratory factor analysis of this study, two factors were extracted, namely, teacher-student relationship adaptation and classmate relationship adaptation. The correlation analysis of each factor in this study also shows that the correlation between teacher-student relationship adaptation and classmate relationship adaptation is very low (r = 0. 130), which shows that teacher-student relationship adaptation and classmate relationship adaptation are two relatively independent adaptations and should be investigated separately. Moreover, in the past, different college students' adaptation scales contained different dimensions, but the dimensions proposed by these scales were incomplete. Among them, collective adaptation, autonomy, life adaptation and environmental adaptation are more important dimensions of college students' school adaptation, and none of the previous scales contain all these dimensions. The college students' school adjustment scale compiled in this study contains these important dimensions of college students' school adjustment.
In this study, confirmatory factor analysis was used to examine the structural validity of college students' school adaptation scale. The results show that the X/df of all items in the questionnaire is close to 2,2, and the RMESA is less than 0. 05. The indices of TLI, CFI and GFI that often appear in confirmatory factor analysis are all above 0. 80, indicating that the questionnaire has good structural validity. The correlation coefficient between the total score of college students' school adaptation scale compiled in this study and the happiness index scale compiled by Campell and others is 0. 6 15, and the correlation coefficients between each dimension of the scale and the happiness index scale have reached a significant level, which shows that the college students' school adaptation scale compiled in this study has good correlation validity.
The test-retest reliability and internal consistency of the formal scale of college students' school adaptation compiled in this study show that the test-retest reliability of all questions and dimensions of the questionnaire has reached a significant level. The internal consistency coefficient of all questions in the questionnaire is 0. 926, and the internal consistency coefficient of each dimension of the questionnaire is also 0. 645 and 0. 889, indicating that the questionnaire has good reliability.
To sum up, the college students' school adjustment scale compiled in this study has good structural validity and criterion-related validity, as well as good stability and consistency, and is suitable for measuring college students' school adjustment.
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