Poznawanie społecznego kontekstu rozwoju psychospołecznego uczniów w klasach IV-VI
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Date
2015
Authors
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
Title alternative
Getting to Know the Social Context of 4-6 Graders’ Psychosocial Development
Abstract
The article presents two scales for researching the social context of 4-6 graders’ psychosocial development.
One focuses on the relations with peers from the same class while the other on the relations
with teachers in a given class. Principles of social environmental psychology and Eric H. Erikson’s
notion of developmental goals constitute a theoretical basis of their construction. The scales include
four dimensions representing the non-specific (important throughout one’s life) developmental
conditions. These are: sense of security; sense of ownership; sense of emotional contact and bond;
sense of autonomy. They also include factors specific to the developmental phase that coincides with
the period when children attend primary school. Those conditions facilitate developing a sense of
competence and so two - sense of being valued and sense of support – were included. The scale for
researching the context of psychosocial development in relations with other pupils consists of 19
items and the one pertaining to teacher relations includes 28 items. Both scales have a very high
reliability (Cronbach’s alfa is, respectively, 0.938 and 926; mean correlations between positions are
0.455 and 0.311). The scales may be used by class teachers or school counsellors. They may be also
applied to the research of, e.g. the efficiency of educational and preventive influences.
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Keywords
scales, specific developmental conditions, non-specific developmental conditions, grades 4-6
Citation
Studia Edukacyjne, 2015, nr 37, s. 61-76
Seria
ISBN
978-83-232-2967-4
ISSN
1233-6688