Zafiropoulou Maria, Sotiriou Apostolos, Mitsiouli Vasiliki
Laboratory of Developmental Psychology and Psychopathology, Department of Preschool Education, University of Thessaly.
Percept Mot Skills. 2007 Jun;104(3 Pt 2):1313-27. doi: 10.2466/pms.104.4.1313-1327.
The present aim was to investigate changes in self-concept and self-concept stability during children's transition from kindergarten to primary school, and the relationship between children's self-concept and their adjustment to elementary school. 346 children took part in this 2-yr. longitudinal study. The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children was used to assess children's self-concept. Children's school adjustment was assessed using the schools' academic, behavioral, and social-emotional procedures. Children's self-concept appeared relatively stable and the decline in scores appeared to be practically unimportant. Analysis showed that children's school adjustment mainly affects the academic dimension of self-concept.
目前的目的是调查儿童从幼儿园过渡到小学期间自我概念和自我概念稳定性的变化，以及儿童自我概念与他们对小学适应情况之间的关系。346名儿童参与了这项为期两年的纵向研究。使用《幼儿感知能力与社会接纳图片量表》来评估儿童的自我概念。通过学校的学业、行为和社会情感程序来评估儿童的学校适应情况。儿童的自我概念表现得相对稳定，分数下降似乎实际上并不重要。分析表明，儿童的学校适应主要影响自我概念的学业维度。
