Relationships between Adjustment and Cognitions of Importance for the Domains of School Life: Using a Cross-Lagged Effect Model

Abstract

This study examined causal relationships between adjustment and cognitions of importance for the domains of school life by using a cross-lagged effect model. A self-report questionnaire was administered to 338 junior high school students twice (Time 1, from June to July in 2006; Time 2, from February to March in 2007). The results showed that the cognitions of importance for each domain of school life at Time 2 were influenced not only by the cognitions of importance but also by the adjustment to the domains at Time 1. On the other hand, the adjustment to each domain at Time 2 was affected only by the adjustment to the domain at Time 1.