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School adjustment, school performance and peer relations among first‐graders in a Swedish suburban area 1
Author(s) -
RYDELL ANNMARGRET
Publication year - 1989
Publication title -
scandinavian journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.743
H-Index - 72
eISSN - 1467-9450
pISSN - 0036-5564
DOI - 10.1111/j.1467-9450.1989.tb01091.x
Subject(s) - psychology , psychosocial , reading (process) , developmental psychology , peer relations , peer victimization , gross motor skill , sociometry , peer group , motor skill , human factors and ergonomics , poison control , psychiatry , medicine , political science , law , environmental health
A study of 95 first‐graders in one school management area used teacher ratings of problems and sociometric ratings to assess school adjustment and peer relations; 14% of the children had difficulties in reading/writing, motor skill, concentration and psychosocial function. Behavioural problems did not generally coincide with poor scholastic performance, but a small group (6.3%) exhibited problems in both reading/writing, concentration, gross and fine motor skill and psychosocial functions. Sociometric results showed only moderate agreement with teacher ratings. Extremely popular boys had no teacher‐rated problems, but children with teacher‐rated problems did not to any high degree tend to be isolated. Poor gross motor skill did distinguish isolated boys from others, a relationship that was not evident among the girls. The need to study the validity of teacher ratings as well as the prognostic value of school adjustment in first grade was stressed.