Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/32287
Type of publication: Tezės kituose recenzuojamuose leidiniuose / Theses in other peer-reviewed publications (T1e)
Field of Science: Psichologija / Psychology (S006)
Author(s): Legkauskas, Visvaldas;Magelinskaitė-Legkauskienė, Šarūnė;Kepalaitė, Albina
Title: Links between school adjustment indicators and social competence of Lithuanian first graders
Is part of: Psychology abstracts: 10th annual international conference on psychology, 23-26 May 2016, Athens, Greece / edited by Gregory T. Papanikos. Athens : Athens Institute for Education and Research, 2016
Extent: p. 31-32
Date: 2016
Keywords: Santykiai su mokytoja;Patyčios;Socialinė kompetencija;Pradinė mokykla;Mokyklinis nerimas;Social competence;Child-teacher relationship;Bullying;Academic achievement;School anxiety;Elementary school
ISBN: 9789605980528
Abstract: The purpose of the present study was to assess the links between social competence and school adjustment indicators, including academic achievement, school anxiety, child-teacher relationship, and involvement in bullying. Subjects: Subjects in the present study were 408 first grade pupils (183 boys and 225 girls) attending 14 schools in the second largest city of Lithuania. Measures: Social competence was assessed using Elementary School Social Competence Scale (ESSCS) developed for the present study and consisting of subscales measuring three aspects of social competence: communication, ability to take directions, and impulse control. School adjustment indicators included academic achievement, involvement in bullying, school anxiety and child-teacher relationship quality. Results: Results of the study revealed that the communication competence negatively correlated with both Social Anxiety (r=-0.43, p<0.01) and the General Anxiety (r=-0.37, p<0.01) subscales of the School Anxiety Scale. Similar links were found in relation to the ability to take directions (r=-0.14, p<0.01 and r=-0.37, p<0.01, respectively). In contrast, impulse control had positive correlation with social anxiety (r=0.18, p<0.01) and negative with general anxiety (r= -0.18, p<0.01). Social competence was also moderately linked to child-teacher relationship quality. The communication competence was linked to lower child-teacher conflict (r=0.36, p<0.01) and higher closeness (r=0.39, p<0.01). Similar relationships were obtained for both ability to take directions (r=0.48, p<0.01 and r=0.23, p<0.01, respectively) and impulse control (r=0.47, p<0.01 and r=0.17, p<0.01, respectively). On the other hand, involvement in bullying was linked only to ability to take directions and impulse control. The ability to take directions was negatively linked to both victim behavior (r=-0.17, p<0.01) and bully behavior (r=-0.16, p<0.01). [...]
Internet: https://eltalpykla.vdu.lt/1/32287
http://www.atiner.gr/abstracts/2016ABST-PSY.pdf
https://eltalpykla.vdu.lt/1/32287
Affiliation(s): Vytauto Didžiojo universitetas
Appears in Collections:3. Konferencijų medžiaga / Conference materials
Universiteto mokslo publikacijos / University Research Publications

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