Analysis

The analysis of the results from the School Adjustment Scale enables the evaluation of how easily or with what difficulty a student adapts to their school environment. Responses are categorized into areas such as social adjustment, academic adjustment, and emotional adjustment. The scores can be analyzed to identify any problems or challenges the student may be facing, providing valuable information for intervention and support planning.

Objective

The main objective of the School Adjustment Scale is to identify and assess the areas where a student may have difficulties adapting to the school environment. The purpose is to provide a comprehensive view of school adjustment, helping teachers, parents, and psychologists better understand the student’s needs and design appropriate intervention and support strategies.

Calibration

The calibration of the School Adjustment Scale is typically carried out using a Likert scale or other types of rating scales, where students or parents rate the intensity of challenges or well-being in various areas. Scores are aggregated and analyzed to produce overall adjustment indicators. The interpretation of the results usually involves categorizing students into different levels of adjustment, such as good, moderate, or low adjustment, based on the total scores.

Bibliography

Alexander, K. L., Entwistle, D. R., & Dauber, S. L. (1993). First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64(3), 801–814.
Crooks, Noel Alexander. (2002). Compensatory effects of parent and peer support on well-being and achievement during pre-and early adolescence. FIU Electronic Theses and Dissertations, 2669.