Objective To explore the influence of pubertal timing on learning adaptation in junior high school students, so as to provide reference for the prevention and intervention of junior high school students’ learning adaptation.
Methods From April to June 2019, 1 677 students were sampled by stratified cluster sampling from three middle schools in Zhoukou and Xiangcheng, Henan Province. The Chinese version of Youth Development Scale and Learning Adaptation Scale were used for questionnaire survey.
Results The scores of learning task, learning attitude and learning achievement of female students were higher than those of male students, and the differences were statistically significant ( t = –2.34, –2.14, –5.81, P<0.05); The learning attitude, academic performance, interpersonal environment score of grade 7 were higher than that of grade 9, the total learning adaptation score of grade 7 was higher than that of grade 8, the differences were statistically significant ( F = 1.95, 1.87, 2.24, 1.37, P<0.05). Partial correlation analysis showed that junior high school students’ pubertal timing was negatively correlated with the total scores of learning tasks and learning adaptation ( r = –0.15, –0.13, P<0.05). The scores of learning task, total score of learning adaptation and academic performance of the earlier group were lower than those of the later group, and the scores of learning attitude of the earlier group were lower than those of the moderate group, the differences were statistically significant ( F = 4.76, 1.97, 3.23, 3.80, P<0.01). Regression analysis showed that pubertal timing had a significant negative predictive effect on learning adaptation scores and learning tasks ( β = –0.12, –0.13, P<0.05).
Conclusion The pubertal timing of junior high school students is closely related to learning adaptation, and pubertal timing will lead to the increased risk of learning adaptation of junior high school students. Schools should carry out corresponding health education and provide professional psychological counseling services, so as to improve the learning adaptation among early starters.
【摘要】 目的 探讨初中生青春发动时相对学习适应的影响, 为预防和干预初中生学习适应问题提供参考。 方法 2019 年 4—6 月, 采用分层整群抽样方法, 从河南省周口市和项城市的 3 所初级中学抽取 1 677 名学生, 使用《青春发育量表中 译版》和《学习适应量表》进行问卷调查。 结果 女生在学习任务、学习态度和学习成绩 3 个维度的得分高于男生, 差异均 有统计学意义 ( t 值分别为– 2.34, −2.14, −5.81, P 值均<0.05); 七年级学生学习态度、学习成绩、人际环境得分高于九年级, 学习适应总分高于八年级, 差异均有统计学意义 ( F 值分别为 1.95, 1.87, 2.24, 1.37, P 值均<0.05)。偏相关分析表明, 初中 生青春发动时相与学习任务和学习适应总分均呈负相关 ( r 值分别为–0.15, –0.13, P 值均<0.05)。青春发育时相较早组学 习任务、学习适应总分和学习成绩的得分均低于较晚组, 较早组学习态度得分低于适中组, 差异均有统计学意义 ( F 值分别 为 4.76, 1.97, 3.23, 3.80, P 值均<0.01); 线性回归分析表明, 青春发动时相对学习适应总分和学习任务均有负向预测作用 ( β 值分别为– 0.12, −0.13, P 值均<0.05)。 结论 初中生青春发动时相与学习适应密切相关, 青春发动时相提前会导致初 中生学习适应问题的风险增加。学校应开展相应健康教育和心理咨询工作, 提升青春发动时相提前学生的学习适应水平。