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Abstract
The study examined school adjustment among 119 internationally adopted children in Norway. School adjustment included two main dimensions; school motivation and relationship in school. In the first part of the study, school adjustment was assessed by teachers among adopted and non-adopted children in first and third grade. In the second part, school adjustment assessed by mothers and teachers of adopted children were compared. The findings documented a significant decrease in school motivation from first to third grade among adopted children but not among non-adopted. Among non-…