School Socioeconomic Status Context and Social Adjustment in Children

Autor/inn/en	Parker, Philip; Sanders, Taren; Anders, Jake; Shure, Nikki; Jerrim, John; Noetel, Michael; Parker, Rhiannon; Ciarrochi, Joseph; Marsh, Herb
Titel	School Socioeconomic Status Context and Social Adjustment in Children
Quelle	In: Developmental Psychology, 59 (2023) 1, S.15-29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Philip) ORCID (Sanders, Taren) ORCID (Anders, Jake) ORCID (Parker, Rhiannon) ORCID (Marsh, Herb)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Socioeconomic Status; Institutional Characteristics; Correlation; Social Adjustment; Longitudinal Studies; Interpersonal Competence; Parent Attitudes; Teacher Attitudes; Prosocial Behavior; Peer Groups; Behavior Problems; Preschool Children; Elementary School Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Korrelation; Soziale Anpassung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonale Kompetenz; Elternverhalten; Lehrerverhalten; Gleichaltrigengruppe; Peer Group; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Australien
Abstract	Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal sample of Australian 4- to 8-year-olds (N = 9369; 51% boys) we tested the association between school average socioeconomic status and social skills (parent and teacher reported). Models controlled for age 4 social adjustment and additional covariates. Results showed that children from more advantaged schools are more likely to have better prosocial behavior and fewer peer and conduct problems. An interaction between family and school average socioeconomic status (SES) suggested that this association was mainly present for children from lower SES backgrounds. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01