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| Research on relationship among self-concept, social support, and school adaptation of migrant children |
| XIE Minfang, HUANG Xujing, LI Li, GAO Qiyang |
| School of Teacher Education, Shaoxing University, Shaoxing 312000, Zhejiang Province, China |
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Abstract Objective To understand the current situation of school adaptability of migrant children, and explore the relations of school adaptability with self-concept and social support in migrant children. Methods A total of 124 migrant children and 125 resident children were randomly sampled from school. And the school social behavior scale(SSBS), self-concept description questionnaire(SDQ) and social support rating scale(SSRS) were used to measure them. Results The differences in scores of self-management skills and academic skills scores between migrant children and resident children were statistically significant (P<0.05). And there were significant differences in school adaptive scores between migrant children with different gender and whether the only child (P<0.05). Correlation analysis showed that academic self, physical self, interpersonal self, and general self were significantly positively correlated with social ability (interpersonal skills, self-management skills, and academic skills) (r=0.313-0.563, P<0.01), emotional self was positively correlated with interpersonal skills (r=0.193, P<0.05); objective support was significantly positively correlated with interpersonal skills, self-management skills and academic skills (r=0.330-0.403, P<0.01), and support factor was significantly positively correlated with interpersonal skills and self-management skills (r=0.209-0.281, P<0.05). Further regression analysis showed that self-concept and social support had significant regression effect on school adaptability (R2=0.289, F=49.446, P<0.000). Conclusion The survey shows that self concept and social support have positive predictive effect on school adaptability.
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