Literaturnachweis - Detailanzeige
Autor/inn/en | Zupancic, Maja; Kavcic, Tina |
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Titel | Factors of Social Adjustment to School: Child's Personality, Family and Pre-School |
Quelle | In: Early Child Development and Care, 181 (2011) 4, S.493-504 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
Schlagwörter | Personality Traits; Parenting Styles; Preschool Children; Social Adjustment; Family Environment; Educational Experience; Interpersonal Competence; Cognitive Ability; Student Adjustment; Family Relationship; Mothers; Educational Attainment; Preschool Education; Gender Differences; Behavior Problems; Student Characteristics; Foreign Countries; Slovenia Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Anpassung; Familienmilieu; Bildungserfahrung; Interpersonale Kompetenz; Denkfähigkeit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Mother; Mutter; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Ausland; Slowenien |
Abstract | The role of child's characteristics (gender, cognitive ability, mother-perceived personality traits), family environment (maternal education, self-reported parenting practices) and pre-school experience (at least three years vs. no experience) in social adjustment to school, reflected through teacher reports on social competence and internalising and externalising behaviours, was investigated with six-year-olds (N = 366). Three blocks of factors, i.e. child, family and pre-school, explained up to 19% of variance in social adjustment with child's characteristics accounting for the major part. Family variables contributed significant, though small, portions of variance to social competence and internalising behaviour over and above the child factors. Pre-school experience was additionally predictive of lower incidence of internalising behaviour and more frequent externalising behaviour. (Contains 1 table and 2 notes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |