• Login
    View Item 
    •   KovsieScholar Home
    • Electronic Theses and Dissertations
    • All Electronic Theses and Dissertations
    • View Item
    •   KovsieScholar Home
    • Electronic Theses and Dissertations
    • All Electronic Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    The development and validation of a social emotional school readiness scale

    Thumbnail
    View/Open
    BustinC.pdf (610.8Kb)
    Date
    2009-09-23
    Author
    Bustin, Caron
    Metadata
    Show full item record
    Abstract
    English: The first year at school is a major life transition. School readiness assessments do not always assess social-emotional competence although it is considered to be a key aspect of successful school adjustment. This omission is compounded by the absence of an appropriate measure of social-emotional school readiness. Subsequently, this research aimed at the identification of behaviours that underpin the major social-emotional school readiness constructs, namely Self Awareness and Regulation, Social Relationships, Empathy and Coping Skills. A scale, in the form of a questionnaire (BUSSE-SR), was developed for such assessment. A convenience sample of 338 Grade R children in Durban, Kwa-Zulu Natal, were evaluated by their parents and Grade R teachers according to these scales. The same cohort was assessed the following year by their Grade One teachers in terms of their adjustment to school and academic performance in Life Skills, Literacy and Numeracy. The results indicated that the predictive validity of the scales was greater for Grade R teachers than Grade R parents. Through factor analysis, 28 behaviours of the most valid items were identified for the final version of the scales. The correlation coefficient for social-emotional competence and school adjustment, and social-emotional competence and academic performance, indicated a significant relationship between Self Awareness, Self Regulation, Social Relationships, Coping Skills and school adjustment and performance in Grade One.
     
    Afrikaans: Die eerste skooljaar verg geweldige aanpassing van the skooltoetreder. Skoolgereedheidstoetse meet nie altyd sosial - en emosionelevlakke nie, alhoewel dit n deurslaggewerde factor is vir suksesvolle aanpas sing op skool. Omdat daar so n groot leemte in die meting van sosiale- en emosionele skoolgereedheid in bestaande skoolgereedheidstoete is, is daar besluit om hierdie navorsing te rig op die identifisering van n gedragspatrone wat sosiale- en emosionelevlakke sal meet. Die volgende gedragsatrone is in hierdie studie gemeet:- Bewustheid van self,Selfbeheer van emosies en gedrag, Sosiale verhoudings,Empatie en Lewensvaardighede. 338 Graad R leerders in Durban KZN is geevalueer deur hul ouers en graad R onderwysers deurmiddel van n vraelys (BUSSE-SR). Dieselfd e groep leerders is in die daaropvolgende jaar deur hul Graad 1 onderwysers geevalueer in terme van hul skoolaanpassing en akademies prestasie. Van die vytig items in die vraelys, is bevind dat 28 gedragspatrone n betekenisvolle verband getoon het met suksesvolle aanpassing and academies prestasie. Die resultate ook dui daarop dat die voorspellingsgeldigheid van die skale vir Graad R onderwysers hoër was as dié vir Graad R ouers. Daar is gevind dat sosi ale- en emosionele skoolgereedheid is met Self-Bewustheid, Self-beheer, Sosiale Verhoudings,Lewensvaardighede en skool aanpasbaarheid en prestasie in Graad 1.
     
    URI
    http://hdl.handle.net/11660/1458
    Collections
    • All Electronic Theses and Dissertations
    • Doctoral Degrees (Psychology)

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback
     

     

    Browse

    All of KovsieScholarCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    DSpace software copyright © 2002-2016  DuraSpace
    Contact Us | Send Feedback