Chapter 11 : school adj.

Throughout this chapter, I have highlighted the importance of defining school adjustment
within an ecological, systemic framework. In doing so, I have documented the importance of
social motivational processes, behavioral competence, and interpersonal relationships not only as
critical aspects of school adjustment, but also as a complex and interrelated set of outcomes that
contribute to academic accomplishments. In addition, work that underscores the importance of
students’ interpersonal relationships with teachers and peers in promoting healthy and adaptive
functioning at school has been described. Although definitions of school adjustment and the
relative importance of various outcomes are likely to vary depending on context-specific values
and norms of a classroom, the literature provides strong support for the notion that general levels
of adjustment require personal attributes such as the ability to coordinate multiple goals,
motivation to behave in socially desirable ways, and the social skills necessary to behave in
socially competent ways. In turn, it appears that the development of these personal attributes can
be supported by developmentally appropriate expectations for behavior, as well as provisions of
emotional and social support, autonomy, and consistency and structure on the part of teachers
and peers.
Beyond these basic observations, however, many interesting and provocative questions
remain. In conclusion, therefore, I would like to raise several general issues in need of additional
consideration and empirical investigation if educational psychologists are to make progress in
understanding children’s adjustment to school. These issues concern the expectations and goals
we hold for our students, the role of developmental processes in choosing these goals (and
therefore in how we view healthy adjustment), the development of more sophisticated models to
guide research on school adjustment, and research methods and designs.