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童年晚期的情感投入与学校适应：日本学校喜爱与学校归属感之间的关系。

Emotional engagement and school adjustment in late childhood: the relationship between school liking and school belonging in Japan.

作者信息

Honma Yuko, Uchiyama Ichiro

出版信息

Psychol Rep. 2014 Apr;114(2):496-508. doi: 10.2466/21.10.PR0.114k19w7.

DOI:10.2466/21.10.PR0.114k19w7
PMID:24897903
Abstract

This study examined the relationship between school adjustment and emotional engagement in late childhood. Participants were Grade 5 and 6 Japanese children (N = 304; 164 boys, 200 girls). The School Liking and Avoidance Questionnaire (SLAQ) was used to measure children's emotional adjustment to school. The School Adjustment Scale, which was used to assess emotional engagement, consists of four factors: "friendships," "school work," "teacher-child relationships," and "school in general." The last factor was used to measure school belonging.

摘要

本研究考察了童年晚期学校适应与情感投入之间的关系。参与者为五年级和六年级的日本儿童（N = 304；164名男孩，200名女孩）。使用学校喜欢与回避问卷（SLAQ）来测量儿童对学校的情感适应。用于评估情感投入的学校适应量表由四个因素组成：“友谊”、“学业”、“师生关系”和“学校整体”。最后一个因素用于测量学校归属感。

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