The Relationships Between Role-Taking Ability and School Liking or School Avoidance

Abstract

This study examined the relationship between role-taking ability and school liking or school avoidance in late childhood. Participants were Grades 5 and 6 Japanese children (N ¼ 187; 107 boys and 80 girls). To assess the role-taking ability of elementary school children, the study used a hypothetical dilemma task, in which the main character encounters a dilemma in a rule or moral situation within a school context. The School Liking and Avoidance Questionnaire was used to measure children's emotional adjustment to school. The relationship between school liking and developmental stages of role-taking ability in rule and moral situations was evaluated. Significant stage-based differences in school-liking scores were found in both rule and moral situations. In examining the relationship between school avoidance and role taking, significant developmental effects were found only with respect to role taking in rule situations.

Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

“…In this sense, they play an important role, not only in socialization, but also for individualization, since they allow knowledge of oneself and others, which contributes to the formation of self-concept [22]. They also promote the development of some aspects of social knowledge and certain behaviours, strategies and skills, such as empathy, reciprocity and role-taking, which are important for interacting with others [23]. In addition, feedback from others supports self-control and the self-regulation of one's own behaviour, since peers act as control agents by punishing or reinforcing certain behaviours [24].…”

The Impact of Academic Press and Student Teacher Relationship on Childrens Emotional Adjustment

“…Emotional adjustment juga berpengaruh pada keadaan emosi, perilaku, dan performa belajar siswa (Valiente, Lemery-Chalfant and Castro, 2007), berkorelasi dengan konsep diri yang positif terhadap performa akdemik dan pengajaran sejumlah mata pelajaran (Ireson and Hallam, 2005), berkorelasi dengan roletaking ability (Honma and Uchiyama, 2016) dan memoderatori presepsi tentang keamanan sekolah pada perkembangan kepercayaan diri siswa (Zhang et al, 2016). Hal ini memperlihatkan bahwa emotional adjustment dapat berkaitan dengan berbagai faktor yang melibatkan siswa dalam interaksi atau pengalamannya di sekolah (Murray, Murray and Waas, 2008).…”