青少年社会适应行为的发展特点

本研究应用自编的《青少年社会适应行为量表》，以广州市6所中学的1566名学生为被试，探讨了青少年社会适应行为的发展特点。研究结果表明：（1）在普通中学就读的青少年，总体上社会适应行为发展较好，但是发展情况也不太理想，良好社会适应行为商数（Adaptive Behavior Quality，ABQ）和不良社会适应行为商数（Maladaptive Behavior Quality，MABQ）各分数段的人数分布，都与理论分布存在显著的差异，其社会适应良好优秀的比例低于理论分布，而实际中下和低下的比例高于理论分布。（2）在青少年良好社会适应行为的总分上，年级与性别、年级与城乡来源和城乡来源与性别三组交互作用都显著；在不良适应行为的总分上，年级与性别、年级与城乡来源两组交互作用都显著。(3)青少年在良好适应行为上年级差异显著，表现为初一社会适应水平最高，而高一社会适应行为水平最低。在不良适应行为上年级差异显著，表现为初一学生不良适应行为最少。（4）青少年社会适应行为的性别总体上差异不显著，但在具体维度上，男生自我定向、社会生活、学习适应和社交适应都显著高于女生，而在社会认知与性维度上则相反。（5）城市户口的青少年良好社会适应行为总分显著高于在城市中学就读的农村户口学生，在不良社会适应行为方面则相反

The Development Characteristic of Adolescents" Social Adaptive Behavior

Development and adaptation are the basic tasks of human life. Social adaptation is the core issue of individual’s survival and development, and also an important socialization objective of adolescents. How to improve adolescents’ social well-adaptive behavior and change their social maladaptive behavior is an important theme in education and psychology. Thus in the current study we investigated developmental characteristics of adolescents’ social adaptive behavior with a self-developed scale. In this study 1556 students from 6 middle schools in Guangzhou Province were invited to complete the Adolescents’ Social Adaptive Behavior Scale. We demonstrated that averagely, adolescents’ social adaptive behaviors develop well, but the distribution of the ABQ and the MABQ (Maladaptive Behavior Quality) were remarkably different from the theoretic distribution. The ‘excellent’ and ‘good’ adapters were fewer than expected but the ‘bad’ and ‘worst’ adapters were more than theoretic distribution. We found significant interactions on social well-adaptive behavior, such as grade and gender, grade and household registration, household registration and gender. We also showed significant interactions on social mal-adaptive behavior, such as grade and gender as well as grade and household. Significant grade difference in social adaptive behavior was found. Grade 1 of junior middle school got the highest score and grade 1 of senior school got the lowest score in social well-adaptive behavior. Grade 1 of junior school got the lowest score in social maladaptive behavior. Overall gender difference of adaptive behavior was not salient, but there were some gender differences in specific dimensions. Male students’ scores were significantly higher in self orientation, social life, study adaptation and social interaction, while female students’ scores were significantly higher in social cognition and sex. Finally, urban students got significantly higher score in social well-adaptive behavior and lower score in maladaptive behavior than rural students This study indicated that in order to promote adolescents’ social adaptation, we should pay more attention to the characteristics of grade, gender and family origin