Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
Abstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidade de São Francisco
2016-08-01
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| Series: | Psico-USF |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000200305&tlng=en |
| _version_ | 1818731548543811584 |
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| author | Marta Regina Gonçalves Correia-Zanini Edna Maria Marturano |
| author_facet | Marta Regina Gonçalves Correia-Zanini Edna Maria Marturano |
| author_sort | Marta Regina Gonçalves Correia-Zanini |
| collection | DOAJ |
| description | Abstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental achievements are consolidated in the 3rd year. |
| first_indexed | 2024-12-17T23:19:26Z |
| format | Article |
| id | doaj.art-4553ceb3b7a14f50af75b04f4f547392 |
| institution | Directory Open Access Journal |
| issn | 2175-3563 |
| language | English |
| last_indexed | 2024-12-17T23:19:26Z |
| publishDate | 2016-08-01 |
| publisher | Universidade de São Francisco |
| record_format | Article |
| series | Psico-USF |
| spelling | doaj.art-4553ceb3b7a14f50af75b04f4f5473922022-12-21T21:28:56ZengUniversidade de São FranciscoPsico-USF2175-35632016-08-0121230531710.1590/1413-82712016210208Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and StressMarta Regina Gonçalves Correia-ZaniniEdna Maria MarturanoAbstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental achievements are consolidated in the 3rd year.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000200305&tlng=enelementary educationschool transitionlongitudinalchild developmentadjustment |
| spellingShingle | Marta Regina Gonçalves Correia-Zanini Edna Maria Marturano Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress Psico-USF elementary education school transition longitudinal child development adjustment |
| title | Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress |
| title_full | Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress |
| title_fullStr | Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress |
| title_full_unstemmed | Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress |
| title_short | Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress |
| title_sort | getting started in elementary school cognitive competence social skills behavior and stress |
| topic | elementary education school transition longitudinal child development adjustment |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000200305&tlng=en |
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