School Adjustment

Abstract

Wentzel reviews research demonstrating that socially adjusted individuals are able to set and achieve personally valued goals sanctioned by the larger community. School adjustment is defined by social motivation in the form of social goal pursuit, behavioral competence, and positive interpersonal relationships. Initially, Wentzel identifies critical factors related to social and school adjustment. Children's adjustment to school is discussed with in relation to social competencies that facilitate school‐related achievement. Research on socialization processes that promote healthy adjustment at school is reviewed. The implications for future work on school adjustment and areas for continued research are identified in the final section.

Social Dominance in Adolescence: The Moderating Role of the Classroom Context and Behavioral Heterogeneity

“…For children and adolescents, the social challenges faced at school are no less demanding than its academic requirements: The classroom is the main forum for students to establish and maintain interpersonal relationships, to develop their social identities and a sense of belonging, to observe and model standards of performance, and to learn to behave in ways that are valued by peers and teachers (Wentzel, 2003). Whereas the formal rules of classroom conduct are established by educational policy, the school management, or individual teachers, the informal rules—especially those governing social status and acceptance in the group—are negotiated among peers.…”

Academic achievements, behavioral problems, and loneliness as predictors of social skills among students with and without learning disorders

“…Alexander et al, 2003;Barriga et al, 2002;DiPerna & Elliott, 2000;Gresham & Elliott, 1990;Ladd, Birch, & Buhs, 1999;Normandeau & Guay, 1998;Raver et al, 2005;Trzesniewski et al, 2006;Wentzel, 2003). Social skills were a significant predictor of future academic functioning among elementary students from within the general population (Chen, Chen, & Kaspar, 2001;Chen, Rubin, & Li,1997;Del Prette et al, 2012;Malecki, & Elliot, 2002).…”

Group Interventions in Schools

“…Children who do not have strong relationships with their peers struggle academically (Wentzel, 2003), compounding problems in the classroom. Low self-efficacy and fear of failure are often hidden behind a tough-guy veneer.…”