The article raises the issue of physical attractiveness both in terms of its definition and as a theoretical construct, which forms the basis for planning empirical research. Based on a review of existing definitions and a predictive analysis of the meaning of terms, a definition of physical attractiveness as one of the types of human attractiveness is proposed. The criteria differentiating physical attractiveness from the related concept of sexual attractiveness are presented. Physical attractiveness is discussed as an object of operationalization in the process of designing research on the assessment or self-assessment of the appearance and characteristics of the human body, including a distinction between its two approaches: holistic (a set of a characteristics whose evaluations are interrelated) and elementary (one characteristic whose evaluations impact the assessment of overall physical attractiveness).
The presented study aimed at determining the school readiness of first-grade pupils by scores of standardised competence tests and the subjective assessment of mothers, checking possibilities to differentiate the results of preschoolers and pupils and correlations of both measurement methods. The Intelligence and Development Scales (IDS) and the Questionnaire of Subjective School Readiness Assessment by Parents (KGSD-R), with subscales analogous to those of IDS, were used. The three studied groups involved 36 first-grade pupils, 34 older pre-schoolers, and 34 younger pre-schoolers. The average scores of the pupils on all the IDS subscales point to their sufficient school readiness. Objective (IDS) and subjective results (KGSD-R) differentiated the children's results into high and low, however, the correlations for the pre-schoolers were few and low, and for pupils -not statistically significant.
Currently, in research on school readiness of children, more and more attention is paid to the socio-emotional competences of children, as well as looking for factors positively correlating with high results obtained in standardized tests. The aim of the study was to determine the emotional and motivational level of school readiness of 6-year-old children based on objective measurement using the Intelligence and Development Scales (IDS) and subjective measurement in the assessment of children’s mothers, using the “Parental Readiness Assessment Questionnaire”, based on IDS in terms of content, as well as determining the mutual relationship of results and the significance of controlled variables. 56 mothers and their children (aged 6;2–6;11 years old) were examined. Objective measurement showed average school readiness of children, subjective measurement – high. Correlations between them was on the verge of low, there was little correlation between the subscales of persistence and satisfaction with children’s achievements. For selected results, the parents’ education and age of children were significant.
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