Psychological Characteristics of Teenager Having Adaptation Dificulties at School
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Abstract
Adaptation difficulties are usually revealed in adolescence and manifest themselves in inability to adapt to school requirements (Žukauskienė, Ignatavičienė, 2000; Glozman, Samoilova, 1999; Pstrong, 1990). The indicators of school adaptation difficulties are the schoolchild’s academic failure, poor school attendance, use of drugs, alcohol, delinquent behaviour. The most vivid manifestation of adolescent inability to adapt to school requirements is the school dropout rate (Rupšienė, 2000; Gage, Berliner, 1994; Фрумин, 1993; Sagor, 1989).
School adaptation problems are often related to schoolchildren’s personality peculiarities. However, in Lithuania, the interrelationship of senior schoolchildren’s personality peculiarities and school adaptation has been only scarcely analysed. The aim of this article is to analyse relationship between schoolchildren’s personality peculiarities and school adaptation indicators (academic success, school attendance, school dropout).
The research participants were the ninth form schoolchildren (15-16 years old adolescents) from 15 Kaunas secondary schools. 695 ninth form schoolchildren (296 boys and 399 girls) were researched.
Research methods: Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A) and information about school adaptation indicators (achievement, school attendance, pupils’ dropout).
The results of the present study revealed that senior pupils’ school adaptation difficulties are related to their personality peculiarities:
1. Low achievers boys and girls have higher average scores in scales F (unusual responses), Hs (concern about one’s health), Pd (disobedience to generally accepted rules), Pa (rigidity in one’s dispositions), Sc (thinking and behaviour singularity), Ma (hyperactive, inconsistent behaviour) in comparison with the peers who have higher school achievement scores. Low achievers-girls also exhibited higher average scores in scales Hy (egocentricity), Pt (lack of self-confidence) in comparison with higher achievers-girls.
2. Boys with poorer school attendance scores exhibited higher average scores in scales F (unusual responses), Hs (concern about one’s health), Pd (disobedience to generally accepted rules), Pa (rigidity in one’s dispositions), Pt (lack of self-confidence), Sc (thinking and behaviour singularity) in comparison with the boys with better school attendance scores. Girls with worse school attendance scores exhibited lower evaluations in scales Si (introversion) comparing with girls attending school better.
School adaptation problems are often related to schoolchildren’s personality peculiarities. However, in Lithuania, the interrelationship of senior schoolchildren’s personality peculiarities and school adaptation has been only scarcely analysed. The aim of this article is to analyse relationship between schoolchildren’s personality peculiarities and school adaptation indicators (academic success, school attendance, school dropout).
The research participants were the ninth form schoolchildren (15-16 years old adolescents) from 15 Kaunas secondary schools. 695 ninth form schoolchildren (296 boys and 399 girls) were researched.
Research methods: Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A) and information about school adaptation indicators (achievement, school attendance, pupils’ dropout).
The results of the present study revealed that senior pupils’ school adaptation difficulties are related to their personality peculiarities:
1. Low achievers boys and girls have higher average scores in scales F (unusual responses), Hs (concern about one’s health), Pd (disobedience to generally accepted rules), Pa (rigidity in one’s dispositions), Sc (thinking and behaviour singularity), Ma (hyperactive, inconsistent behaviour) in comparison with the peers who have higher school achievement scores. Low achievers-girls also exhibited higher average scores in scales Hy (egocentricity), Pt (lack of self-confidence) in comparison with higher achievers-girls.
2. Boys with poorer school attendance scores exhibited higher average scores in scales F (unusual responses), Hs (concern about one’s health), Pd (disobedience to generally accepted rules), Pa (rigidity in one’s dispositions), Pt (lack of self-confidence), Sc (thinking and behaviour singularity) in comparison with the boys with better school attendance scores. Girls with worse school attendance scores exhibited lower evaluations in scales Si (introversion) comparing with girls attending school better.
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