Abstract
Schools are among the most pervasive socialization contexts in our culture, and among the most influential for shaping the course of human development over the life span. Yet, as much as 20% to 30% of the school-age population (Achenbach & Edelbrock, 1981; Glidewell & Swallow, 1969; Rubin & Balow, 1978) experience substantial adjustment problems in the classroom and, thus, are at risk for a variety of interpersonal, emotional, and career difficulties in later life (see Cowen, Pederson, Babigian, Izzo, & Trost, 1973; Kohlberg, LaCrosse, & Ricks, 1972; Ladd & Asher, 1985; Parker & Asher, 1987). Many school adjustment problems appear to have lasting or cumulative effects; problems that arise early in children’s school careers are often perpetuated by social-psychological factors (e.g., reputational bias, self-fulfilling prophecies), or are exacerbated when nascent difficulties undermine later progress (see Butler, Marsh, Sheppard, & Sheppard, 1985; Coie & Dodge, 1983; Horn & Packard, 1985; Perry, Guidubaldi, & Kehle, 1971). Given the pervasiveness of this problem, and the potential costs to both the individual and society, research on early school adjustment is needed. In particular, there is a need to identify the factors that forecast children’s school adjustment as they enter grade school (approximately age 5 or 6) and progress through the primary grades (ages 6–12). Findings from this research will expand the empirical, “generative base” (cf. Cowen, 1980) that is needed to devise and extend prevention programs for young children.
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Ladd, G.W. (1989). Children’s Social Competence and Social Supports: Precursors of Early School Adjustment?. In: Schneider, B.H., Attili, G., Nadel, J., Weissberg, R.P. (eds) Social Competence in Developmental Perspective. NATO ASI Series, vol 51. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2442-0_17
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DOI: https://doi.org/10.1007/978-94-009-2442-0_17
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