Pre-School Socio-Emotional Behaviour and Its Correlation to Self-Perceptions and Strengths of Young Adults

Autor/inn/en	Hotulainen, Risto; Lappalainen, Kristiina
Titel	Pre-School Socio-Emotional Behaviour and Its Correlation to Self-Perceptions and Strengths of Young Adults
Quelle	In: Emotional & Behavioural Difficulties, 16 (2011) 4, S.365-381 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2011.616342
Schlagwörter	Identification; Young Adults; Kindergarten; Grade 9; Preschool Children; Social Behavior; Self Concept; Longitudinal Studies; At Risk Students; Teacher Attitudes; Grades (Scholastic); Physical Characteristics; Peer Acceptance; Path Analysis; Self Control; Correlation; Developmental Stages; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Young adult; Junger Erwachsener; School year 09; 9. Schuljahr; Schuljahr 09; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social behaviour; Soziales Verhalten; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Notenspiegel; Körperliche Erscheinung; Pfadanalyse; Selbstbeherrschung; Korrelation
Abstract	In a 15-year longitudinal study, a retrospective quasipanel design was chosen to detect developmental patterns related to the students' (N = 78) self-ratings. In 1999 (grade 9), the students who were rated as part of the risk group (n = 22) by using their kindergarten teachers' initial socio-emotional behaviour ratings that were done in 1989, were found to achieve significantly lower final school grades and to have higher perceptions of their own physical appearance but a higher sense of global self-worth. In 2005 (early adulthood), students in the risk group perceived themselves as less competent than their peers in social acceptance, global self-worth areas, strength perceptions related to learning skills and self-regulation. Path analyses showed that socio-emotional behaviour assessed at pre-school age had long-term effects on participants' self-perceptions and global self-worth. Possible explanations of the findings and implications for early identification are discussed. (Contains 2 tables and 1 figure.) (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