Straipsnyje pristatomi studentų akademinės motyvacijos, pasitenkinimo studijomis ir psichologinės gerovės pokyčiai vienerių metų laikotarpiu. Per metus akademinė motyvacija pablogėjo, o jos pokyčiai pasižymėjo labai dideliais individualiais skirtumais. Akademinės motyvacijos, pasitenkinimo studijomis ir psichologinės gerovės pokyčiai yra tarpusavyje susiję. Motyvacijos pokyčiai leidžia prognozuoti pasitenkinimą studijomis ir psichologinę gerovę, tačiau nėra susiję su akademiniais pasiekimais.

In recent years increasing number of researchers emphasize the importance of social school readiness of children [9]. Effective adaptation of a child in the school environment to the large extent depends on his / her ability to build and maintain adaptive interpersonal relationships with peers and teachers and to meet academic requirements. An important role in the process of meeting these requirements is played by social skills of a child. Previous research revealed significant links between children’s social skills and their popularity in class [11], relationships with teachers [13] and academic achievement. [2; 10; 15]. The purpose of the study is to determine the relationship between social readiness of first grade pupils and school adaptation indicators, including popularity in class, relationship with a teacher, and academic achievement. Subjects were 84 first-graders attending three schools in Kaunas. Age of the subjects was ranging from 6 to 8 years. Subjects included 39 girls and 45 boys. Social school readiness of pupils was measured by Child Social School Readiness Scale (CSSRS) completed by class teachers. Class teachers completed the CSSRS about each of the pupils participating in the study. This scale was developed on the basis of the EDI (Early Developement Instrument) developed by M. Janus et al. (2007) and the BUSSE-SR (Social Emotional School Readiness Scale) developed by C. Bustin (2007). Measure of popularity in class was obtained by asking the subjects to select from the list of children participating in the study three kids, whom s/he would prefer to be friends with. Teacherpupil relationship was assessed by asking teachers to divide the pupils into five groups in terms of how much they like working with them. [...]

Purpose of the study was to investigate relationship between ability to recognize emotions and school adjustment indicators (academic achievement and popularity in class) among primary school children in Lithuania. Subjects in the study were 67 (31 girl and 36 boys) pupils attending 2nd and 3rd grade in one of schools in Kaunas. Age of the subjects ranged from 7 to 11 years. Material and methods. Ability to recognize emotions was measured using the Child Emotion Skills Questionnaire (CESQ) developed for the present study on the basis of the ACES questionnaire of Schultz, Trentacosta, Izard, Bear (2004). Information about academic achievement of children was collected from their class teachers. Popularity among classmates was assessed by asking children to indicate 3 classmates with whom they would like to be friends. Results. Results of the study revealed that ability of primary school children to recognize emotions is related to their popularity among peers in a non-linear way: though children, who were good at recognizing emotions, were not necessarily very popular, however, popular children demonstrated at least an average ability to recognize emotions (p = 0,03). Ability of primary school children to recognize emotions was linked to their academic achievement: as the ability to recognize emotions increased so did academic achievement (p = 0,009).

Parental alcoholism leads to a dysfunctional environment in the family, which carries the potential to cause various difficulties for the children. The aim of the research is to exam of the correlation between the academic achievements of adolescents from alcoholic families and the adolescent’s role in the family. For this purpose CAST-6 (Children of Alcoholics Screening Test, Hodgins and Shimp, 1995) was used; it is meant for identifying the individuals from alcoholic families. To assess the child‘s role in family was used CRI (Children’s Role Inventory) by A. Potter and D. Williams, 1991. Academic achievements of adolescents were asked about their average grades in mathematics and Lithuanian of the last semester. The subjects of the study were 320 schoolchildren in their 8th – 11th school year. 192 girls (60 %) and 128 boys (40 %). The results of the study showed that the Lost Child role in girls is more expressed in families with drinking problems. The rest of the roles are expressed with the same frequency in families with and without drinking problems. The academic achievements of adolescents from families with drinking problems do not differ from the academic achievements of adolescents from families without drinking problems. The academic achievements of adolescents can be predicted by examining their roles in the family and their sex. A strongly expressed role of the Hero determines higher average grades in mathematics, while a strongly expressed role of the Mascot results in lower average grades in the same subject. A strongly expressed role of the Hero in the family together with being a female determines higher average grades in the Lithuanian language, while a strongly expressed role of the Mascot results in lower average grades in the Lithuanian language.