友だちグループ間の地位と学校への適応――学級への適応を媒介要因とした検討

抄録

The current study aims to clarify the mediation effect of classroom adjustment on the relationships between inter-peer group status and school adjustment. Four hundred thirty-nine Japanese public middle school students had participated in this survey and completed self-report questionnaires. The results revealed that inter-group status, classroom adjustment, and school adjustment are related to each other positively. From a mediation analysis, we have established that there is a significant indirect effect of classroom adjustment on the relationships between inter-peer group status and school adjustment. The discussion of this study dealt with the process of understanding the reason for the higher peer group status being more adjusted at schools.