摘要：The current study aims to clarify the mediation effect of classroom adjustment on the relationships between inter-peer group status and school adjustment. Four hundred thirty-nine Japanese public middle school students had participated in this survey and completed self-report questionnaires. The results revealed that inter-group status, classroom adjustment, and school adjustment are related to each other positively. From a mediation analysis, we have established that there is a significant indirect effect of classroom adjustment on the relationships between inter-peer group status and school adjustment. The discussion of this study dealt with the process of understanding the reason for the higher peer group status being more adjusted at schools.
关键词：middle school student;school adjustment;peer status
