Social Competence in the 1st Grade Predicts School Adjustment Two Years Later

Autor/inn/en	Legkauskas, Visvaldas; Magelinskaite-Legkauskiene, Šarune
Titel	Social Competence in the 1st Grade Predicts School Adjustment Two Years Later
Quelle	In: Early Child Development and Care, 191 (2021) 1, S.83-92 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Legkauskas, Visvaldas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1603149
Schlagwörter	Interpersonal Competence; Grade 1; Elementary School Students; Student Adjustment; Grade 3; Foreign Countries; Predictor Variables; Peer Acceptance; Teacher Student Relationship; Bullying; Anxiety; Academic Achievement; Structural Equation Models; Measures (Individuals); Rating Scales; Lithuania; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Mobbing; Angst; Schulleistung; Messdaten; Rating-Skala; Litauen
Abstract	This study examined whether social competence at the time of entrance to elementary school predicted school adjustment two years later. The sample consisted of 389 children followed from the 1st to the 3rd grade in Lithuanian urban schools. In the 3rd-grade school adjustment was measured by assessing popularity in class, student-teacher relationships, involvement in bullying, school anxiety, and academic achievement. All school adjustment variables assessed in the 3rd grade were linked to learning-related social competence, while the interpersonal aspect of social competence was related to all indicators of school adjustment except for involvement in bullying in the 3rd grade. Results of structural equation modeling indicated that learning-related social competence measured during the 1st year of schooling was the strongest predictor for academic achievement and teacher-student conflict in the 3rd grade, while interpersonal social competence was the strongest predictor of student-teacher closeness and social school anxiety two years later. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01