Psychological and behavioral correlates of social adaptation in adolescents

This study examined how self-esteem, emotional regulation, behavior, and communication relate to social adaptation in adolescence. The study involved 72 adolescents aged 13 to 16. Psychological assessments and questionnaires covered five domains: self-esteem, emotional regulation, behavioral characteristics, social adaptation, and interpersonal interaction. Descriptive and correlational analyses summarized the reported distributions and examined associations with social adaptation. The middle category was the most common for each of the five indicators summarized. Constructive behavior had the largest reported positive coefficient with social adaptation (0.61), followed by emotional self-regulation (0.56), communication skills (0.52), and self-esteem stability (0.48). Impulsiveness and conflict-proneness had negative coefficients (−0.44 and −0.39, respectively). These associations identify dimensions that teachers and school psychologists can consider when discussing peer relationships and students' participation. The findings can inform questions for school-based assessment and support. Classroom outcomes for future assessment include participation in cooperative tasks, help-seeking, and constructive disagreement. Evaluating changes over time and the effectiveness of school practices requires a study that directly measures those outcomes. Original journal page: https://cajii.com/index.php/cajii/article/view/66