Developmental links between well-being, self-concept and prosocial behaviour in early primary school
Developmental links between well-being, self-concept and prosocial behaviour in early primary school
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DOI：
10.1111/bjep.12654
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发表时间：
2023-12-19
影响因子：
3.7
通讯作者：
Hughes，Claire
中科院分区：
文献类型：
--
作者：
Dempsey，Caoimhe;Devine，Rory;Hughes，Claire
幸福感是儿童教育的一个关键方面，但在小学早期的测量问题研究有限。目的：目前为期12个月的纵向研究评估了儿童和父母报告的学校幸福感的时间稳定性，并检查了学业自我概念和父母评价的亲社会行为之间的发展联系。样本我们追踪了206名从小学一年级（T1）到二年级（T2）的儿童样本（T1 childMage= 5.3，SD=）。46（54.3%的女孩），并在两个时间点收集幸福感、亲社会行为和学业自我概念的评分。方法我们使用交叉滞后分析来研究这三种构念之间的发展联系。结果父母和孩子对儿童幸福感的报告表现出相似的时间稳定性，并随着时间的推移而收敛，因此在T2时，举报人的报告显示出适度但显著的相关性。在两个时间点上，女孩的幸福感都高于男孩，在T2时，父母对女孩的幸福感评价也高于男孩。对于女孩和男孩来说，构念之间的联系是不对称的：早期的幸福预测了后来的自我概念和亲社会行为，但相互关联并不显著。这些发现支持了幼儿自我报告幸福感的有效性，强调了学校幸福感的早期性别差异，并表明早期的幸福感预示着后来的亲社会行为和积极的学术自我概念。
BackgroundWell‐being is a key aspect of children's education, yet measurement issues have limited studies in early primary school.AimsThe current 12‐month longitudinal study assesses the temporal stability of child‐ and parent‐reported school well‐being and examines developmental links with academic self‐concept and parent‐rated prosocial behaviour.Sample(s)We tracked a sample of 206 children across the transition from the first (T1) to the second (T2) year of primary school (T1 childMage= 5.3,SD= .46, 54.3% girls) and gathered ratings of well‐being, prosocial behaviour and academic self‐concept at both timepoints.MethodsWe used cross‐lagged analyses to investigate developmental links between these three constructs.ResultsParent and child reports of children's well‐being showed similar temporal stability and converged over time, such that informants' reports showed a modest but significant correlation at T2. Girls reported greater well‐being than boys at both timepoints and received higher parental ratings of well‐being than boys at T2. For both girls and boys, associations between the constructs were asymmetric: early well‐being predicted later self‐concept and prosocial behaviour, but the reciprocal associations were not significant.ConclusionsThese findings support the validity of young children's self‐reported well‐being, highlight the early onset of gender differences in school well‐being and demonstrate that early well‐being heralds later prosocial behaviour and positive academic self‐concepts.