SPANGLER, G (1994) INDIVIDUAL AND SOCIAL PREDICTORS OF SCHOOL-RELATED BEHAVIOR OF CHILDREN IN THE 1ST-GRADE - A LONGITUDINAL-STUDY. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE, 26 (2). pp. 112-131. ISSN 0049-8637,
Full text not available from this repository.Abstract
The aim of the longitudinal study was to predict school-related behavior of first-grade children in elementary school from their behavior in toddler and preschool age and from social experiences with the mother at the age of two years. At two years of age, the social competence, motivation, and mental development of the children and quality of the maternal interaction behavior were assessed as predictors. In preschool age ego-resiliency and ego-control were determined. School-related behavior in the first grade was assessed in terms of school motivation, achievement, and emotional regulation from the school records and from children and parent questionaires. Whereas ego-resiliency and ego-control in preschool age predicted school-related behavior well, relations between two-year child measures and school-related behavior only occurred for mental development. However, predictions of both school-related behavior and behavior in preschool age could be made on the basis of the quality of maternal interaction behavior at two years. The pattern of findings indicates the importance of social experiences during the preschool period for the development of individual differences in school-related behavior in terms of motivation, achievement, and emotional regulation.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | INFANTS HOME ENVIRONMENTS; A BEHAVIOR; FOLLOW-UP; SCHOLASTIC ACHIEVEMENT; TEST-PERFORMANCE; MOTHER; ANTECEDENTS; PERSISTENCE; ADAPTATION; ATTACHMENT; |
| Depositing User: | Dr. Gernot Deinzer |
| Last Modified: | 19 Oct 2022 08:41 |
| URI: | https://pred.uni-regensburg.de/id/eprint/53607 |
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