Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/57389
Type of publication: Tezės kituose recenzuojamuose leidiniuose / Theses in other peer-reviewed publications (T1e)
Field of Science: Psichologija / Psychology (S006)
Author(s): Magelinskaitė-Legkauskienė, Šarūnė;Legkauskas, Visvaldas;Kepalaitė, Albina
Title: Links between social competence and school adjustment at the 1st and 2nd grades of elementary school
Is part of: ECP 2017 : Psychology addressing society’s greatest challenges; 15th European congress of psychology, 11-14 July, 2017, Amsterdam, Netherlands : abstract book. Amsterdam : Netherlands Institute of Psychology NIP, 2017
Extent: p. 6-6
Date: 2017
Note: P1.1.11
Abstract: Objectives: The purpose of the present study was to assess significance of social competence at the beginning of elementary school for school adjustment indicators in the 1st and 2nd grade. Method: A measure of social competence included subscales for interpersonal social competence and learning related social competence. School adjustment was assessed using measures for academic achievement, popularity in class, student-teacher relationship, school anxiety, involvement in bullying, and learning motivation. Subjects were 403 children attending 14 schools in Kaunas, Lithuania. Results: Results of structural equation modeling revealed that learning-related social competence in the 1st grade showed moderate relationships with academic achievement and weak relationship with student-teacher relationship conflict, general anxiety, involvement in bullying, and popularity in class in the 2nd grade. Interpersonal social competence had moderate links to student-teacher closeness and social anxiety, as well as weak links to student-teacher relationship conflict, general anxiety, and popularity in class. None of the aspects of social competence had any significant links to learning motivation. Conclusion: These results indicate that differences in social competence at the beginning of the 1st grade seem to persist and affect adjustment at least through the 2nd grade
Internet: https://hdl.handle.net/20.500.12259/57389
Affiliation(s): Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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