Visvaldas Legkauskas

Teacher perceptions of student social competence and school adjustment in elementary school

Abstract This study examined teacher perceptions of social competence and school adjustment in a Lithuanian sample of 403 elementary school children followed from the 1st to the 2nd grade. All children were aged 7 or 8 years in the 1st grade. The teacher–reported school adjustment indicators measured concurrently in the 1st and 2nd grade included academic achievement, student–teacher relationships, and school anxiety. Results indicated that in the 1st and 2nd grade both interpersonal and learning-related aspects of social competence as reported by teachers were significantly correlated with all aspects of teacher-assessed school adjustment measured in this study. Further analysis using structural equation modeling revealed that both aspects of social competence together accounted for about a third of variance in academic achievement in the 1st and 2nd grade. Learning-related social competence alone accounted for a similar amount of variance in student–teacher conflict, while interpersonal social competence was moderately linked to social anxiety in school and student–teacher closeness.

Socialinės kompetencijos pradinėje mokykloje klausimyno kūrimas ir psichometrinių rodiklių analizė: sąsajos su populiarumu klasėje, santykiais su mokytoja ir mokykliniu nerimastingumu

1 Vytauto Didžiojo universitetas, Socialinių mokslų fakultetas, Psichologijos katedra, Jonavos g. 66, 44191 Kaunas, s.magelinskaite-legkauskiene@smf.vdu.lt 2 Vytauto Didžiojo universitetas, Socialinių mokslų fakultetas, Psichologijos katedra, Jonavos g. 66, 44191 Kaunas, v.legkauskas@smf.vdu.lt 3 Vytauto Didžiojo universitetas, Socialinių mokslų fakultetas, Psichologijos katedra, Jonavos g. 66, 44191 Kaunas, a.kepalaite@smf.vdu.lt