Given a broad range of changes in cognitive, emotional, and social relationships, adolescence might mark the beginning of a period of significant fluctuations in psychosocial adaptation because it is a period of preparation for the future that requires special attention and protective measures. The developmental characteristics of different aspects of adolescents' adaptation have been well studied. However, these previous studies, which have tended to explore various aspects of adolescents' adaptation in isolation, have been unable to reflect the diversity of adolescents' adaptation patterns and their variability over time. In addition, exploring and determining school situation-related predictors are essential for helping education professionals understand the relevant factors that affect various profiles and transition patterns of adolescents' adaptation and, thus, formulate effective prevention and intervention programs to maintain and improve adolescents' psychosocial adaptation. This study uses a person- centered approach to explore the profiles and transition patterns of early adolescents' psychosocial adaptation and investigate gender differences and the protective role of school assets. A sample of 1012 junior middle school students was selected as participants and measured three times. The adolescents completed loneliness, depression, happiness, school assets scales, and peer nomination forms during the three measurements. The head teacher assessed the students' prosocial and externalized problem behaviors. The descriptive statistics and multiple logistic regression were analyzed by SPSS 21.0. The profiles and transition patterns of adolescents' psychosocial adaptation and the predictive effects of school assets and gender were further analyzed using Mplus 7.4. The results showed that adolescents' psychosocial adaptation had two profiles at T1: a well-adapted profile and an internalizing problem profile. Adolescents at T2 and T3 were divided into four profiles: a well- adapted profile, an internalizing problem profile, an externalizing problem profile, and a peer rejection profile. From T2 to T3, adolescents in the well-adapted and internalizing problem profiles were more likely to remain in the original group, whereas the peer rejection and externalizing problem profiles showed a higher degree of transition. Adolescents in the peer rejection and externalizing problem profiles were more likely to transition to the well-adapted profile. In addition, school assets were a protective factor for adolescents' psychosocial adaptation. As school assets increased, adolescents were more likely to be and remain in the well-adapted profile, whereas those in the externalizing problem and peer rejection profiles were more likely to transition to the well-adapted profile. The study also found gender differences in the profiles: at T2, girls were more likely to enter the internalizing problem profile. This study adds to the understanding of the diversity of the psychosocial adaptation development patterns of early adolescents and suggests the need for comprehensive screening and dynamic monitoring of adolescent adaptation and more complex intervention programs tailored to the specific characteristics of the relevant groups and boys and girls. In addition, identifying the protective role of school assets can help mental health professionals understand the supporting factors in the development of individual health, thereby promoting the positive development of adolescents. Moreover, this study provides a reference for school context- based assessment and intervention strategies.
