| Summary: | 碩士 === 國立新竹師範學院 === 初等教育學系 === 84 === The purpose of this study was to explore elementary school
children''s school adjustment in relation to school stress,
coping style and social support. The study used survey research
method and took the students of fourth, fifth, and sixth grade
in Hsin Chu city as our samples. The main findings of this
study can be summarized as follows:(1).There were significent
gender and class difference in elementary school children''s
school stress, coping style, social support and school
adjustment, however there was no interaction(except the coping
sytle of devalue)between gender and class.(2).Message support
might explain the most proportion of elementary school children''
s school adjustment variation.(3).The perception of school
stress could negatively affect school adjustment.(4).There were
both direct-effect and buffering-effect of coping style on
school adjustment.(5).There was direct-effect of social support
on school adjustment, however buffering-effect of social support
was not confirmed.(6).For some indexs of school adjustment,
there were two-way and three-way interaction among school
stress, coping style and social support.
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