Children's self-control in relation to perceived social environment.

Abstract

This study examined relationships between perceptions of the class social environment and-children's self-control, for a sample of 755 children from 36 fourthand fifth-grade classes. Children's self-control was assessed from three perspectives: self-ratings, teachers' ratings and behavioral observations. Perceived environment was measured by children's and teachers' responses to' a modified short form of the Classroom Environment Scale. The results showed that children's and teachers' perceptions of class environment were basically unrelated, and that children's views of environment were more strongly linked to self-control outcomes. Children's perceptions of high class order and organization, involvement, and rule clarity were significantly related to ratings and behavioral observations of children's self-control. Multiple regression analysis replicated the simple correlations and showed that children's views of class environment predicted their own ratings and teachers' ratings of self-control. Implications of the findings for optimizing the social environmental determinants of children's self-control are considered.According to social learning theorists (e.g., Bandura, 1969;Kanfer & Karoly, 1972; Mishel, 1973), children who regulate their own goal-directed cognitive and behavioral activities despite conflicting short-and long-term outcomes (studying for a test now to achieve high grades later) are exercising effective selfcontrol. This conceptualization of children's self-control, like other developments within social learning theory, such as Mischel's (1973) cognitive competencies, Bandura's (1977a) self-efficacy theory, or Kanfer's (1979) model of altruism, is based on the interactionist view of personality (Karoly, 1982;Mischel, 1979) and related formulations including reciprocal determinism (Bandura, 1977b). Thus, social

Perceived ecological congruence across family/school environments: Impact on the consistency of behavioral patterns and adaptation among children and youth

“…A number of studies suggest that levels of youth adaptation are systematically linked with the perceived social environments of both classroom and family settings (Felner, Aber, Cauce, & Primavera, 1985;Felner, Gintner, & Primavera, 1982;Trickett & Moos, 1974). In elementary grades, more positive teacher ratings of children's behavioral adjustment and academic competence have been linked to dimensions of the classroom environment, including higher teacher-rated affiliation, involvement, order and organization and rule clarity (Boike, Cowen, DeStefano, Felner, & Gesten, 1982; Humphrey, 1984;Weisz & Cowen, 1974; Wright, Cowen, & Kaplan, 1982), and to higher levels of student-rated order and organization, affiliation, innovation, teacher control, and task orientation (Toro et al, 1985;. In the family setting, parent ratings of child adaptation have been associated with parent ratings of similar dimensions of family climate (Billings & Moos, 1983Holohan & Moos, 1987).…”

The effects of peer‐teaching on student perceptions of class environment, adjustment, and academic performance

“…T h e p r e s e n t r e s e a r c h was an e x p l o r a t o r y v e n t u r e in p r i m a r y p r e v e nt i o n in m e n t a l h e a l t h . B a s e d o n p r i o r d a t a s h o w i n g l i n k a g e s b e t w e e n qualities of the perceived class environment and positive student outcomes (Humphrey, 1984;Moos, 1979;Wright & Cowen, 1982), the jigsaw teaching method was used to create an environmental change which, on rational and empirical grounds, seemed likely to promote positive student outcomes.…”

“…Although most of the preceding work was done with secondary level students, the approach, with age-appropriate format modifications in assessing class environment, has recently been extended downward in a series of studies with fourth through sixth-grade students (Humphrey, 1984;Wright & Cowen, 1982;Wright, Cowen, & Kaplan, 1983). Using both teacher and student measures of perceived class environment, those studies showed that perceptions, particularly student perceptions, of the class environment as high in order and organization, affiliation and involvement, related to positive student mood, greater peer popularity, more self-control and more positive teacher ratings of adjustment.…”

Social environmental predictors of children's adjustment in elementary school classrooms

“…Part 1 is based on the 36-item short form of Trickett and Moos' (1973) CES. That measure was chosen because it used Moos' established framework and has been shown to be fruitful at the elementary level (Humphrey, 1984;Wright et ai., 1982). The nine CES dimensions, each represented by four items, are: Involvement, students' interest and participation in class activities; Affiliation, friendship and cooperation among students; Teacher Support, teachers' helpfulness and friendliness with students; Task Orientation, completing planned class acitivites; Competition, students' tendency to compete for grades and recognition; Order and Organization, orderliness of the class; Rule Clarity, extent to which there is a clear set of rules for students to follow; Teacher Control, teachers' strictness in enforcing rules; and Innovation, variation and novelty of class activities.…”

“…Recent studies, at the upper elementary level, assessing social environment from both teachers' and children's perspectives, have found: (a) fewer teacher-judged problem behaviors and greater judged competence in classrooms seen by teachers as high in Order and Organization, Rule Clarity, Affiliation, and Involvement (Wright, Cowen, & Kaplan, 1982); (b) more positive sociometric ratings among children in classes seen by children as high in Order and Organization and Affiliation ; and (c) greater self-control behavior in classes seen as high in Order and Organization, Rule Clarity, and Involvement (Humphrey, 1984).…”