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School Adjustment (school + adjustment)
Selected AbstractsChildren's Insecure Representations of the Interparental Relationship and Their School Adjustment: The Mediating Role of Attention DifficultiesCHILD DEVELOPMENT, Issue 5 2008Patrick T. Davies This study examined the role of attention difficulties as a mediator of associations between children's insecure representations of the interparental relationship and their school adjustment in a sample of two hundred and sixteen 6-year-old children. Consistent with hypotheses, findings from structural equation models indicated that observer ratings of children's insecure representations of interparental relationships in a story completion task predicted computerized task assessments and parent reports of children's attention difficulties 1 year later. Children's attention difficulties, in turn, were associated with concurrent levels of school problems and increases in school problems over a 1-year period as indexed by teacher reports. Attention difficulties accounted for an average of 34% of the association between insecure internal representations and school problems. [source] Predicting school adjustment from motor abilities in kindergartenINFANT AND CHILD DEVELOPMENT, Issue 6 2007Orit Bart Abstract The present study assessed the relations between basic motor abilities in kindergarten and scholastic, social, and emotional adaptation in the transition to formal schooling. Seventy-one five-year-old kindergarten children were administered a battery of standard assessments of basic motor functions. A year later, children's adjustment to school was assessed via a series of questionnaires completed by the children and their class teachers. The results indicate that in addition to the already documented association between visual,motor integration and academic achievement, other motor functions show significant predictive value to both scholastic adaptation and social and emotional adjustment to school. The results further suggest a better prediction of scholastic adaptation and level of disruptive behaviour in school when using an aggregate measure of children's ability in various motor domains than when using assessments of singular motor functions. It is concluded that good motor ability may serve as a buffer to the normative challenges presented to children in the transition to school. In contrast, poor motor ability emerges as a vulnerability factor in the transition to formal schooling. Copyright © 2007 John Wiley & Sons, Ltd. [source] Trustworthiness, friendships and self-control: factors that contribute to young children's school adjustmentINFANT AND CHILD DEVELOPMENT, Issue 5 2007Lucy R. Betts Abstract The aim of present study was to examine the relationship between young children's peer-reported trustworthiness and their school adjustment. Two hundred and eleven (103 male and 108 female) children in the United Kingdom (mean age = 6 years 2 months) took part in this study. Measures of peer-reported trustworthiness, child-rated school adjustment, and teacher-rated school adjustment were administered twice across a one-year period. Also, children's number of friendships, peer acceptance, and self-control were assessed at Time 2. Multisample path analyses were conducted separately by sex. For both samples there were direct longitudinal paths between peer-reported trustworthiness and changes in teacher-rated school adjustment. For boys, the longitudinal path between peer-reported trustworthiness and changes in child-rated loneliness was mediated by peer acceptance, and peer-reported trustworthiness mediated the relationship between self-control and teacher-rated school adjustment. Sex differences in peer-reported trustworthiness also emerged: girls were rated as more trustworthy by their peers than were boys. The findings support the hypothesis that young children's trustworthiness contributes to school adjustment, which is due in part to peer acceptance. Copyright © 2007 John Wiley & Sons, Ltd. [source] The predictive value of different infant attachment measures for socioemotional development at age 5 years,INFANT MENTAL HEALTH JOURNAL, Issue 4 2009Sanny Smeekens The predictive value of different infant attachment measures was examined in a community-based sample of 111 healthy children (59 boys, 52 girls). Two procedures to assess infant attachment, the Attachment Q-Set (applied on a relatively short observation period) and a shortened version of the Strange Situation Procedure (SSSP), were applied to the children at age 15 months and related to a comprehensive set of indicators of the children's socioemotional development at age 5 years. Three attachment measures were used as predictors: AQS security, SSSP security, and SSSP attachment disorganization. AQS security and SSSP security jointly predicted the security of the children's attachment representation at age 5. Apart from that, SSSP attachment disorganization was a better predictor of the children's later socioemotional development than were the other two early attachment measures. First, attachment disorganization was the only attachment measure to predict the children's later ego-resiliency, school adjustment, and dissociation. Second, as for the socioemotional measures at age 5 that also were related to AQS or SSSP security (i.e., peer social competence and externalizing problems), the attachment security measures did not explain any extra variance beyond what was explained by attachment disorganization. [source] Risk and protective factors for poor school adjustment in lesbian, gay, and bisexual (LGB) high school youth: Variable and person-centered analysesPSYCHOLOGY IN THE SCHOOLS, Issue 2 2005Tamera B. Murdock This study examined the relations between school climate and school adjustment among 101 lesbian, gay, and bisexual (LGB) high school students and the moderating influence of social support on those relations. Students completed surveys to assess three aspects of the school climate (the school's exclusion/inclusion of LGB people, personal victimization in school for being LGB, and social support from teachers) as well as social support from family and close friends. Criterion variables were GPA, school belonging, and discipline problems. School climate variables explained significant amounts of variance in all criterion variables, after controlling for prior GPA, and there were no moderating effects of parent or friend support. Cluster analyses revealed one small group (n = 14) of highly vulnerable youth who were the least adjusted, most victimized, and least supported. Implications for teachers, counselors, and future research are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 159,172, 2005. [source] Children's Insecure Representations of the Interparental Relationship and Their School Adjustment: The Mediating Role of Attention DifficultiesCHILD DEVELOPMENT, Issue 5 2008Patrick T. Davies This study examined the role of attention difficulties as a mediator of associations between children's insecure representations of the interparental relationship and their school adjustment in a sample of two hundred and sixteen 6-year-old children. Consistent with hypotheses, findings from structural equation models indicated that observer ratings of children's insecure representations of interparental relationships in a story completion task predicted computerized task assessments and parent reports of children's attention difficulties 1 year later. Children's attention difficulties, in turn, were associated with concurrent levels of school problems and increases in school problems over a 1-year period as indexed by teacher reports. Attention difficulties accounted for an average of 34% of the association between insecure internal representations and school problems. [source] Perceived competence and school adjustment of hearing impaired children in mainstream primary school settingsCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2008N. Hatamizadeh Abstract Background Although educational main streaming of children with special needs formally began in Iran since 1992 there is little information whether hearing impaired children feel competent in regular schools. Methods To determine the perceived competence and school adjustment of hearing impaired children in mainstream primary school settings, the self-perception profile was administered to 60 mainstreamed hard of hearing children and 60 classmates with normal hearing matched for gender by a single interviewer. The instrument comprised 28 items, 23 of which were similar to those of ,adapted test Image for children with cochlear implants' asking children about their feelings about their own cognitive, physical, socio-emotional and communication competence and school adjustment. The Cronbach alpha coefficient for the instrument was 0.93. Results Hard of hearing children rated their competence significantly poorer than their hearing classmates for all domains. Mean differences for the five domains ranged from 0.48 (for physical competence) to 0.90 (for school adjustment) on a scale of 1,4. There were no significant differences between girls' and boys' competence, in either the hearing or the hearing impaired groups. Classifying overall scores for perceived competence into four groups (,poor competence', ,low competence', ,moderate competence' and ,high competence'), 23.4% of hearing impaired children but none of the hearing classmates rated themselves as having low or poor competence. On the other hand 85% of hearing children and only 18.3% of hearing impaired children rated themselves as highly competent. Conclusion We suggest that periodical assessments of mainstreamed children might help to identify those children who are having difficulty adapting to their environment. [source] | |||||||||||||