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A Study on the Relationships between Students' Satisfaction of the Intensive-concern Program and School Adjustment to Junior High Schools in New Taipei City
The purpose of this study was to explore the relationships between the intensive-concern program and school adjustment of junior high schools in New Taipei city. Based on the results of this study, some recommendations will be proposed for being the reference of related educational institutions and future research. In order to answer the research questions, the survey research method was adopted to collect pertinent data. Based on the literature review, the “Satisfaction Survey for students participated in the intensive-concern program” and the “Questionnaire of school adjustment scale” were developed. The subjects in the study were junior high school students who participated in the intensive-concern program. A total of 510 questionnaires were distributed, 371 questionnaires returned, 344 answered completely, and the return rate was about 67.5%.The collected data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, simple linear regression analysis and hierarchical regression. According to the literature review and the questionnaire results, the conclusions of the study were summarized as follows: 1. Junior high school students who participated in the intensive-concern program in New Taipei City perceived better satisfaction of the intensive-concern program than the school adjustment . 2. The students who have no dropout records perceived better satisfaction of the intensive-concern program than the students who have dropout records. 3. The students who have no dropout records perceived better school adjustment than the students who have dropout records. 4. There were positive significant correlations among all dimensions of the satisfaction for the students who participated in the intensive-concern program in New Taipei City and school adjustment. 5. The students who have dropout records and the satisfaction of the students who participated in the intensive-concern program in New Taipei City had predicative efficacy for all the dimensions of school adjustment. Based on the conclusions, recommendations were proposed for the educational authorities and school personnel.
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