Self-Perceptions, Temperament, Socioemotional Adjustment and the Perceptions of Parental Support of Chronically Underachieving Children
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| Title: | Self-Perceptions, Temperament, Socioemotional Adjustment and the Perceptions of Parental Support of Chronically Underachieving Children |
|---|---|
| Language: | English |
| Authors: | Bouffard, Therese, Roy, Mathieu, Vezeau, Carole |
| Source: | International Journal of Educational Research. 2005 43(4-5):215-235. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com. |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Grade 5 Grade 6 |
| Descriptors: | Self Concept, Personality, Emotional Adjustment, Social Adjustment, Underachievement, Comparative Analysis, Peer Acceptance, Student Attitudes, Individual Differences, Parent Child Relationship |
| DOI: | 10.1016/j.ijer.2006.06.003 |
| ISSN: | 0883-0355 |
| Abstract: | Several studies suggest that children who chronically underachieve are, like children with learning disorders, at risk for negative outcomes and are more likely to experience adjustment problems than are their typically developing peers. This study compares children's self-esteem, perceived competence, negative perfectionism and beliefs of peer acceptance, temperament-based factors (parent-rated), and socioemotional adjustment (parent and teacher rated) of underachieving and non-underachieving elementary school children. It also explores whether children's perceptions of parental support act as a protective factor in children's self-perceptions and socioemotional adjustment. The sample includes 309 fifth and sixth graders 55 underachievers (31 boys and 24 girls), 217 standard achievers (90 boys and 127 girls) and 37 overachievers (16 boys and 21 girls) from the same classes. Significant intergroup differences are found in children's self-perceptions and in teachers' report of socioemotional adjustment but no difference is observed in parental reports. Children's perceptions of parental support do not differ between groups and do not significantly mediate the association between level of achievement and socioemotional adjustment. Results underscore that whatever the achievement classification of children, their perception of parental support has a unique contribution to their self-perceptions and socioemotional adjustment. |
| Abstractor: | Author |
| Entry Date: | 2006 |
| Accession Number: | EJ742073 |
| Database: | ERIC |
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