This study was an investigation of whether or not children's attachment representation and social behaviors were linked to adaptation transition from preschool to elementary school. Eighty students participated in this study. Attachment representation, school adaptation, and social
behaviors were measured by Incomplete Stories with Doll Family (Cassidy, 1988), Teacher Assessment of Social Behavior (Cassidy & Asher, 1992), and an Adaptation to School in the First Month Questionnaire developed for this study by the author. One way ANOVA, correlation analysis, and regression
analysis were employed to analyze data. Findings showed that there were adaptive problems at elementary school because of insecure attachment and some social behaviors. Attachment and shy-withdrawn behavior were significant predictors of school adaptation with several links among school adaptation,
attachment representation, and children's social behaviors.
The purpose of this study was to investigate the effect social information processing levels has on the social competence (entering a peer group, response towards provocation, response to failure, response to success, social expectations, teacher expectations, reactive aggression, proactive aggression) and peer relationship (prosocial behaviour, exclusion, victimisation) variables of six-year-old children. The Social Information Processing Evaluation, The Preschool Taxonomy of Problem Situation, The Child Behavior Scale, and Peer Victimization Scale were used in this study. According to the study results, it is obvious that skills within the social information processing model of six-year-old children have an effect on their social competence and peer relationship variables.
Abstract-The main aim of this study is to identify whether or not the social behaviors such Prosociality, Shyness and Aggression of children, living in a stable life period families, are stable from age 6 to age 11 in a sample of Turkish children. In total, 47 children participated in the study, of whom 24 male and 23 female lived in families in Muş Province, Turkey. Teacher Assessment of Social Behaviors Scale were applied to the same group four times (at ages 6, 7, 9, 11) in five years. The children in this sample were assessed initially at the end of their final preschool year (age 6) and were reassessed at the end of the first (age 7), third (age 9) and fifth grade (age 11) of elementary school. All assessments were conducted in May. In conclusion, social behavior was found to be stable for 55% prosocial behaviors, 31% Shynese behavior and 79% for aggressive behavior as results of regression analysis. These findings support the argument that aggression and prosocial behaviors follows a stable course from age 6-11 age onwards. Repeated measures ANOVA with a Greenhouse-Geisser correction determined that mean not differed statistically significantly between aggression's (F(2.19, 98.56) = .235 , P > 0.05), shyness' (F(2.92, 131.58) = .982 , P > 0.05) and prosocial behaviours' (F(2.63, 118.67) = .383 , P > 0.05) time points and family types.
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