Teacher perceptions of student social competence and school adjustment in elementary school
| Autor: | Albina Kepalaitė, Visvaldas Legkauskas, Šarūnė Magelinskaitė-Legkauskienė |
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| Rok vydání: | 2018 |
| Předmět: |
Neurophysiology and neuropsychology
Teacher perceptions student–teacher relationship education Sample (statistics) behavioral disciplines and activities Developmental psychology Mokiniai / School students Lietuva (Lithuania) Kompetencijos / Competencies school adjustment Psychology 0501 psychology and cognitive sciences General Psychology QP351-495 social competence 05 social sciences school anxiety 050301 education Lithuanian language.human_language BF1-990 academic achievement Pedagogai / Pedagogues Socializacija / Socialization elementary school language Social competence School adjustment 0503 education 050104 developmental & child psychology |
| Zdroj: | Cogent Psychology, Vol 5, Iss 1 (2018) Cogent psychology 2015, 5, 1 pdf (15 p.). |
| ISSN: | 2331-1908 |
| DOI: | 10.1080/23311908.2017.1421406 |
| Popis: | This study examined teacher perceptions of social competence and school adjustment in a Lithuanian sample of 403 elementary school children followed from the 1st to the 2nd grade. All children were aged 7 or 8 years in the 1st grade. The teacher–reported school adjustment indicators measured concurrently in the 1st and 2nd grade included academic achievement, student–teacher relationships, and school anxiety. Results indicated that in the 1st and 2nd grade both interpersonal and learning-related aspects of social competence as reported by teachers were significantly correlated with all aspects of teacher-assessed school adjustment measured in this study. Further analysis using structural equation modeling revealed that both aspects of social competence together accounted for about a third of variance in academic achievement in the 1st and 2nd grade. Learning-related social competence alone accounted for a similar amount of variance in student–teacher conflict, while interpersonal social competence was moderately linked to social anxiety in school and student–teacher closeness. |
| Databáze: | OpenAIRE |
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