Factors of Social Adjustment to School: Child's Personality, Family and Pre-School

Autor/inn/en	Zupancic, Maja; Kavcic, Tina
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10