Children's Perspectives on Their First Year of School: Introducing a New Pictorial Measure of School Stress

Autor/inn/en	Murray, Elizabeth; Harrison, Linda J.
Titel	Children's Perspectives on Their First Year of School: Introducing a New Pictorial Measure of School Stress
Quelle	In: European Early Childhood Education Research Journal, 13 (2005) 1, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	School Activities; Student Attitudes; Coping; Rejection (Psychology); Separation Anxiety; Foreign Countries; Student Adjustment; Stress Variables; Measurement Techniques; Measures (Individuals); Kindergarten; Young Children; Interviews; Peer Relationship; Teacher Student Relationship; Expectation; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Bewältigung; Ablehnung; Trennungsangst; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Messtechnik; Messdaten; Frühe Kindheit; Interviewing; Interviewtechnik; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Expectancy; Erwartung; Australien
Abstract	This paper describes the development, administration, and scoring of the Pictorial Measure of School Stress (PMSS). This instrument was designed to describe individual differences in children's feelings about everyday school situations and their coping strategies for dealing with these. The PMSS uses a semi-structured interview to present specific school scenarios, including in-class routines, out-of-class events, and situations involving peers. For each scenario, children are asked how the child in the picture feels and why, whether they would tell the teacher about their feelings, and what might happen next. Responses were initially categorised as positive or negative. Interpretive methods were used to identify underlying themes. Positive responses to school were linked to children's enjoyment of learning, warm relationships with peers and the teacher, and understanding and meeting the expectations of school. Negative responses were associated with a dislike of school activities, peer rejection, separation anxiety, and conflicted relationships with the teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10