Importance of psychosocial family factors measured in the 1st grade for social competence in the 2nd grade of elementary school

Abstract

Objectives: The purpose of the present study was to investigate what psychosocial family factors present at the entry to the 1st grade are important for social competence of elementary school children in the 2nd grade. Method: Subjects were 403 1st graders attending 42 classrooms in Kaunas, Lithuania. Social competence was measured by means of a questionnaire including subscales for interpersonal and learning-related social competence. Measures of psychological family factors included Parent-Child Relationship Inventory and Perceived Relationship Quality Components questionnaire. Information was also collected concerning parent education, income, experience of divorce and emigration. Results: Results revealed that parent-child relationship, parent education, income, and experience of divorce in the 1st grade were significantly, albeit weakly linked to learning-related social competence in the 2nd grade. Also, parent income and education in the 1st grade was linked to interpersonal social competence in the 2nd grade. Regression analysis containing significantly correlated variables revealed that only parent education was significant predictor of learning-related social competence, while parent income predicted interpersonal social competence in the 2nd grade. Conclusion: Results of the present study suggest that socioeconomic status variables are more predictive of social competence than psychological aspects of family functioning such as spouse relationship quality or parent-child relationship