School adjustment of the returned children : A developmental-clinical study

从国外回到日本是一种重要的环境转变。本研究旨在厘清并描述归国儿童的适应过程。其中6名儿童和177名同学参加了这项研究。同时，本研究还对归国儿童的母亲进行了访谈，并采用心理距离图（PDM）对每位被试进行了测量，以了解归国儿童在课堂上的人际网络。从1991年4月至1992年2月，重复了6次。研究结果表明：（1）归国儿童在人际网络中有一个核心锚人。(2)他们的人际网络在进入新学校后发生了微观发展。(3)留学生倾向于选择Isss较高的同学作为朋友，对留学生母亲的访谈显示，母亲对孩子适应新学校的焦虑逐渐减弱，但对中考的深切关注逐渐增加。通过对归国儿童的访谈分析，发现他们在过渡到新学校后的几个月内，对新学校的适应状况较好，并从器官发展理论的角度对这些结果进行了讨论。

Returning from foreign countries to Japan is a sort of critical environmental transition. The present study was proposed to clarify and to describe the returned children's adjustment processes to their new school. Six of those children and 177 their classmates were took part in this study. Mothers of the returned child were also interviewed.To investigate the returned children's interpersonal network in the classroom, the Psychological Distance Map (PDM) was administered to each subjects. This was repeated 6 times from April, 1991 to Februrary, 1992. Results were as follows : (1) The returned children had a anchor person, who was a core of their interpersonal networks. (2) Their interpersonal network were microgenetically developed after entering new school. (3) The returned children tended to choose classmate with higher Isss as friends.As for interviews with mothers of the returned child, it was revealed that their anxieties concerning their child's adjustment to new school were gradually weakened, but that their deep concern with entrance examination to middle school were growing eventually. Some analysis of the interview with the returned children indicated that most of them were well abjusted to new school at the time when sis months had passed after transition to new school.These findings were discussed from viewpoints of an organismic developmental theory.