Deptuła, Maria2016-03-152016-03-152015Studia Edukacyjne, 2015, nr 37, s. 61-76978-83-232-2967-41233-6688http://hdl.handle.net/10593/14436The 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.polinfo:eu-repo/semantics/openAccessscalesspecific developmental conditionsnon-specific developmental conditionsgrades 4-6Artykułhttps://doi.org/10.14746/se.2015.37.5