| dc.creator | Zafiropoulou, M. | en |
| dc.creator | Sotiriou, A. | en |
| dc.creator | Mitsiouli, V. | en |
| dc.date.accessioned | 2015-11-23T10:54:40Z | |
| dc.date.available | 2015-11-23T10:54:40Z | |
| dc.date.issued | 2007 | |
| dc.identifier | 10.2466/pms.104.4.1313-1327 | |
| dc.identifier.issn | 0031-5125 | |
| dc.identifier.uri | http://hdl.handle.net/11615/34801 | |
| dc.description.abstract | 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. | en |
| dc.source | Perceptual and Motor Skills | en |
| dc.source.uri | <Go to ISI>://WOS:000249136300030 | |
| dc.subject | PERCEIVED COMPETENCE | en |
| dc.subject | PRESCHOOL-CHILDREN | en |
| dc.subject | AGE | en |
| dc.subject | ACHIEVEMENT | en |
| dc.subject | PERFORMANCE | en |
| dc.subject | TRANSITION | en |
| dc.subject | STUDENTS | en |
| dc.subject | BEHAVIOR | en |
| dc.subject | LIVES | en |
| dc.subject | Psychology, Experimental | en |
| dc.title | Relation of self-concept in kindergarten and first grade to school adjustment | en |
| dc.type | journalArticle | en |
