Vloga socialnega vedenja zgodnjih mladostnikov v njihovi učni uspešnosti ob koncu tekočega in naslednjega šolskega leta
DOI:
https://doi.org/10.20419/2025.34.615Ključne besede:
socialna kompetentnost, vedenje ponotranjenja, vedenje pozunanjenja, učna uspešnost, zgodnje mladostništvoPovzetek
Namen raziskave je bil proučiti napovedne zveze temeljnih sklopov socialnega vedenja v šoli z učno uspešnostjo zgodnjih mladostnikov ob koncu tekočega in naslednjega šolskega leta. Podatke o 226 mladostnikih (54,9 % deklet in 45,1 % fantov), povprečno starih 12,4 leta (SD = 8 mesecev), smo pridobili v obdobju dveh zaporednih šolskih let. Socialno vedenje mladostnikov so pri drugi pilotni obliki Vprašalnika o socialnem vedenju za zgodnje mladostnike (SV-M) ocenili njihovi razredniki/razredničarke proti zaključku drugega ocenjevalnega obdobja v prvem letu zbiranja podatkov. Razredniki/razredničarke so prav tako posredovali zaključne učne ocene mladostnikov pri slovenskem jeziku, matematiki in prvem tujem jeziku ob koncu tekočega in naslednjega šolskega leta. Rezultati eksploratorne faktorske analize SV-M so pokazali sprejemljivo prileganje modela s tremi statistično razločljivimi faktorji (tj. socialna kompetentnost, težave ponotranjenja in težave pozunanjenja). Mladostniki, ki so jih razredniki/razredničarke ocenili višje pri socialno kompetentnem vedenju in nižje pri vedenju ponotranjenja, so bili značilno bolj učno uspešni tako ob koncu tekočega kot tudi naslednjega šolskega leta. V obeh letih pa njihove učne uspešnosti ni značilno napovedovalo tudi vedenje pozunanjenja. Dekleta so bila sicer ocenjene značilno višje pri socialni kompetentnosti in fanti pri vedenju pozunanjenja, vendar te povprečne razlike niso vplivale na napovedne zveze socialnega vedenja z učno uspešnostjo. Regresijski modeli ob nadzoru spola mladostnikov namreč niso pokazali značilnih razlik pri napovedovanju učne uspešnosti na podlagi opaženih sklopov socialnega vedenja. Na podlagi rezultatov izpeljujemo predloge za nadaljnje raziskovanje in psihološko prakso, npr. upoštevanje drugih psihosocialnih dejavnikov učne uspešnosti ter preverjanje učinkovitosti obstoječih programov socialno-čustvenega učenja.
Prenosi
Literatura
Achenbach, T. M. (1991). Manual for the Child Behavior Checklist and 1991 profiles. University of Vermont, Department of Psychiatry.
Anderson, A. R., Christenson, S. L., Sinclair, M. F. in Lehr, C. A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42(2), 95–113. https://doi.org/10.1016/j.jsp.2004.01.002
Barrett, P. M. (2005). My FRIENDS: Youth resilience program: Group leader’s manual for youth. Pathways Health and Research Center.
Benner, A. D. (2011). The transition to high school: Current knowledge, future directions. Educational Psychology Review, 23(3), 299–328. https://doi.org/10.1007/s10648-011-9152-0
Berk, L. (2010). Development through the lifespan (5. izd.). Allyn and Bacon.
Bornstein, M. H., Hahn, C. S. in Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22(4), 717–735. https://doi.org/10.1017/S0954579410000416
Carvalho, R. G. G. (2016). Gender differences in academic achievement: The mediating role of personality. Personality and Individual Differences, 94, 54–58. https://doi.org/10.1016/j.paid.2016.01.011
Chen, C. C., Cheng, S. L., Xu, Y., Rudasill, K., Senter, R., Zhang, F., Washington-Nortey, M. in Adams, N. (2022). Transactions between problem behaviors and academic performance in early childhood. International Journal of Environmental Research and Public Health, 19(15), članek 9583. https://doi.org/10.3390/ijerph19159583
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. izd.). Lawrence Erlbaum Associates.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
Colman, I., Wadsworth, M. E. J., Croudace, T. J. in Jones, P. B. (2007). Forty-year psychiatric outcomes following assessment for internalizing disorder in adolescence. The American Journal of Psychiatry, 164(1), 126–133. https://doi.org/10.1176/appi.ajp.164.1.126
DiLalla, L. F., Marcus, J. L. in Wright-Phillips, M. V. (2004). Longitudinal effects of preschool behavioral styles on early adolescent school performance. Journal of School Psychology, 42(5), 385–401. https://doi.org/10.1016/j.jsp.2004.05.002
Duckworth, A. L., Quinn, P. D. in Tsukayama, E. (2012). What no child left behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439–445. https://doi.org/10.1037/a0026280
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K. in Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. in Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Eisenberg, N., Hofer, C. in Vaughan, J. (2007). Effortful control and its socioemotional consequences. V J. J. Gross (ur.), Handbook of emotion regulation (str. 2 87– 306). The Guilford Press.
Evans, D., Borriello, G. A. in Field, A. P. (2018). A review of the academic and psychological impact of the transition to secondary education. Frontiers in Psychology, 9, članek 1482. https://doi.org/10.3389/fpsyg.2018.01482
Feraco, T. in Meneghetti, C. (2023). Social, emotional, and behavioral skills: Age and gender differences at 12 to 19 years old. Journal of Intelligence, 11(6), članek 118. https://doi.org/10.3390/jintelligence11060118
Galambos, N. L., Barker, E. T. in Almeida, D. M. (2003). Parents do matter: Trajectories of change in externalizing and internalizing problems in early adolescence. Child Development, 74(2), 578–594. https://doi.org/10.1111/1467-8624.7402017
Gresham, F. M. in Elliott, S. (2008). Social Skills Improvement System (SSIS). Pearson. https://doi.org/10.1037/t02650-000
Gril, A. in Zupančič, M. (2019). Raziskovalna različica druge popravljene oblike Vprašalnika socialno vedenje mladostnikov [Research version of the second revised form of the Adolescent Social Behavior Questionnaire] [Neobjavljeno gradivo]. Katedra za razvojno psihologijo FF UL, Center za psihodiagnostična sredstva.
Hair, J., Anderson, R., Tatham, R. in Black, W. (1998). Multivariate data analysis (5. izd.). Prentice Hall.
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111(1), 127–155. https://doi.org/10.1037/0033-2909.111.1.127
Kavčič, T., Podlesek, A. in Zupančič, M. (2012). The role of early childhood personality in the developmental course of social adjustment. International Journal of Behavioral Development, 36(3), 215–225. https://doi.org/10.1177/0165025412439183
Kim, Y. A. (2003). Review of research: Necessary social skills related to peer acceptance. Childhood Education, 79(4), 234–238. https://doi.org/10.1080/00094056.2003.10521200
Košir, K. (2011). Spol in starost učencev kot dejavnika razlik v učiteljevi naklonjenosti, zaznani podpori učitelja ter učni uspešnosti [Pupils‘ gender and age as factors of differences in teacher‘s liking, perceived teacher‘s support and academic achievement]. Psihološka obzorja, 20(3), 93–106. https://doi.org/10.20419/2011.20.341
Kozina, A. (2020). School-based prevention of anxiety using the “My FRIENDS” emotional resilience program: Six-month follow-up. International Journal of Psychology, 55(Suppl. 1), 70–77. https://doi.org/10.1002/ijop.12553
Kremer, K. P., Flower, A., Huang, J. in Vaughn, M. G. (2016). Behavior problems and children’s academic achievement: A test of growth-curve models with gender and racial differences. Children and Youth Services Review, 67, 95–104. https://doi.org/10.1016/j.childyouth.2016.06.003
Kulawiak, P. R., Wilbert, J., Schlack, R. in Börnert-Ringleb, M. (2020). Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire. PLoS ONE, 15(10), članek e0240312. https://doi.org/10.1371/journal.pone.0240312
Kulkarni, T., Sullivan, A. L. in Kim, J. (2021). Externalizing behavior problems and low academic achievement: Does a causal relation exist? Educational Psychology Review, 33(3), 915–936. https://doi.org/10.1007/s10648-020-09582-6
LaFreniere, P. J. in Dumas, J. E. (1995). Social competence and behavior evaluation, Preschool edition (SCBE). Western Psychological Services.
LaFreniere, P. J., Dumas, J. E., Zupančič, M., Gril, A. in Kavčič, T. (2001). Vprašalnik o socialnem vedenju otrok SV-O: priročnik [Social competence and behavior evaluation preschool edition]. Center za psihodiagnostična sredstva.
LaFreniere, P. J., Dumas, J. E., Zupančič, M., Gril, A. in Kavčič, T. (2015). Ocenjevanje socialne kompetentnosti in vedenja otrok: priročnik [Social competence and behavior evaluation preschool edition: Manual]. Center za psihodiagnostična sredstva.
Leve, L. D., Kim, H. K. in Pears, K. C. (2005). Childhood temperament and family environment as predictors of internalizing and externalizing trajectories from ages 5 to 17. Journal of Abnormal Child Psychology, 33(5), 505–520. https://doi.org/10.1007/s10802-005-6734-7
Liu, L., Zhang, T. in Xie, X. (2023). Negative life events and procrastination among adolescents: The roles of negative emotions and rumination, as well as the potential gender differences. Behavioral Sciences, 13(2), članek 176. https://doi.org/10.3390/bs13020176
Malecki, C. K. in Elliot, S. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17(1), 1–23. https://doi.org/10.1521/scpq.17.1.1.19902
Marjanovič Umek, L. in Zupančič, M. (2020). Otroci v vrtcu in šoli [Children in preschool and school]. V L. Marjanovič Umek in M. Zupančič (ur.), Razvojna psihologija (2., dopolnjena in razširjena izd., 2. zv., str. 572–607). Znanstvena založba Filozofske fakultete.
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., Boelcke-Stennes, K. in Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746. https://doi.org/10.1037/0012-1649.41.5.733
McClelland, M. M., Morrison, F. J. in Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329. https://doi.org/10.1016/S0885-2006(00)00069-7
Mclnerney, D. M. in Putwain, D. W. (2017). Developmental and educational psychology for teachers: An applied approach (2. izd). Routledge. https://doi.org/10.4324/9781315669953
Moilanen, K. L., Shaw, D. S. in Maxwell, K. L. (2010). Developmental cascades: Externalizing, internalizing, and academic competence from middle childhood to early adolescence. Development and Psychopathology, 22(3), 635–653. https://doi.org/10.1017/S0954579410000337
Montroy, J. J., Bowles, R. P., Skibbe, L. E. in Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298–309. https://doi.org/10.1016/j.ecresq.2014.03.002
Mullin, B. C. in Hinshaw, S. P. (2007). Emotion regulation and externalizing disorders in children and adolescents. V J. J. Gross (ur.), Handbook of emotion regulation (str. 523–541). The Guilford Press.
Muscara, F. in Crowe, L. (2012). Measuring social skills with questionnaires and rating scales. V V. Anderson in M. H. Beauchamp (ur.), Developmental social neuroscience and childhood brain insult: Theory and practice (str. 119–137). The Guilford Press.
Oakley, C. M., Pekrun, R. in Stoet, G. (2024). Sex differences of school grades in childhood and adolescence: A longitudinal analysis. Intelligence, 107, članek 101857. https://doi.org/10.1016/j.intell.2024.101857
Oberle, E., Schonert-Reichl, K. A., Hertzman, C. in Zumbo, B. D. (2014). Social–emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3), 138–147. https://doi.org/10.1016/j.appdev.2014.02.004
Ohannessian, C. in Vannucci, A. (2020). A closer examination of the temporal relationship between self-competence and depressive symptoms during early adolescence. Journal of Early Adolescence, 40(9), 1318–1335. https://doi.org/10.1177/0272431619847527
Okano, L., Jeon, L., Crandall, A., Powell, T. in Riley, A. (2019). Developmental cascades of social competence, achievement in school, and achievement on standardized assessments during the transition to adolescence and secondary school. Journal of Adolescence, 74, 91–102. https://doi.org/10.1016/j.adolescence.2019.06.001
Pedersen, M. L., Holen, S., Lydersen, S., Martinsen, K., Neumer, S.-P., Adolfsen, F. in Sund, A. M. (2019). School functioning and internalizing problems in young schoolchildren. BMC Psychology, 7, članek 88. https://doi.org/10.1186/s40359-019-0365-1
Pellegrini, A. D. in Blatchford, P. (2000). The child at school: Interactions with peers and teachers. Oxford University Press.
Puklek Levpušček, M. in Zupančič, M. (2009). Osebnostni, motivacijski in socialni dejavniki učne uspešnosti [Personality, motivational, and social factors of academic achievement]. Znanstvena založba Filozofske fakultete.
Puklek Levpušček, M., Zupančič, M. in Sočan, G. (2013). Predicting achievement in mathematics in adolescent students: The role of individual and social factors. The Journal of Early Adolescence, 33(4), 523–551. https://doi.org/10.1177/0272431612450949
Robins, R. W., Fraley, R. C., Roberts, B. W. in Trzesniewski, K. H. (2001). A longitudinal study of personality change in young adulthood. Journal of Personality, 69(4), 617– 640. https://doi.org/10.1111/1467-6494.694157
Rubin, K. H., Bukowski, W. in Parker, J. G. (1998). Peer interactions, relationships, and groups. V W. Damon in N. Eisenberg (ur.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5. izd., str. 619– 700). Wiley.
Salavera, C., Usán, P. in Teruel, P. (2019). The relationship of internalizing problems with emotional intelligence and social skills in secondary education students: Gender differences. Psicologia, Reflexão e Crítica, 32, članek 4. https://doi.org/10.1186/s41155-018-0115-y
Van der Ende, J., Verhulst, F. C. in Tiemeier, H. (2016). The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years. Development and Psychopathology, 28(3), 855–867. https://doi.org/10.1017/S0954579416000353
Van Lier, P. A. C., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E. in Boivin, M. (2012). Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems. Child Development, 83(5), 1775–1788. https://doi.org/10.1111/j.1467-8624.2012.01802.x
Vidmar, M. (2011). Socialna kompetentnost in učna uspešnost v prvih razredih osnovne šole [Social competence and academic achievement in the first grades of elementary school]. Šolsko polje, 22(1/2), 31–54.
Vidmar, M. (2017). Vedenjske težave in učna uspešnost [Problem behaviour and academic achievement]. Pedagoški inštitut. https://www.doi.org/10.32320/978-961-270-255-7
Vidmar, M., Gril, A. in Furman, L. (2018). Adaptation of the Social Competence and Behavior Evaluation Scale for adolescents: Structural validity and reliability. Journal of Psychoeducational Assessment, 36(4), 398–404. https://doi.org/10.1177/0734282916677648
Vidmar, M. in Zupančič, M. (2006). Spremljanje socialnega vedenja otrok v vrtcu: Na posameznika osredotočen pristop [Social behaviour in pre-school children: A child-centred follow-up study]. Psihološka obzorja, 15(1), 47– 74. https://doi.org/10.20419/2006.15.195
Vitaro, F., Brendgen, M., Larose, S. in Trembaly, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97(4), 617–629. https://doi.org/10.1037/0022-0663.97.4.617
Weidman, A. C., Augustine, A. A., Murayama, K. in Elliot, A. J. (2015). Internalizing symptomatology and academic achievement: Bi-directional prospective relations in adolescence. Journal of Research in Personality, 58, 106–114. https://doi.org/10.1016/j.jrp.2015.07.005
Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85(2), 357– 364. https://doi.org/10.1037/0022-0663.85.2.357
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. https://doi.org/10.1037/0022-0663.90.2.202
Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school. V A. J. Elliot, C. S. Dweck in D. S. Yeager (ur.), Handbook of competence and motivation: Theory and application (2. izd., str. 586– 603). The Guilford Press.
Wentzel, K. R., Jablansky, S. in Scalise, N. R. (2021). Peer social acceptance and academic achievement: A meta-analytic study. Journal of Educational Psychology, 113(1), 157–180. https://doi.org/10.1037/edu0000468
Zupančič, M. (2020). Opredelitev razvojnega obdobja in razvojne naloge v mladostništvu ter na prehodu v odraslost [Definition of the developmental period and developmental tasks in adolescence and emerging adulthood]. V L. Marjanovič Umek in M. Zupančič (ur.), Razvojna psihologija (2., dopolnjena in razširjena izd., 3. zv., str. 644–655). Znanstvena založba Filozofske fakultete.
Zupančič, M., Gril, A. in Kavčič, T. (2001). Socialno vedenje in sociometrični položaj predšolskih otrok v vrtcu [Social behavior and sociometric status of pre-school children attending kindergartens]. Psihološka obzorja, 10(2), 67– 88. https://doi.org/10.20419/2001.10.45
Zupančič, M. in Kavčič, T. (2006). Osebnostne značilnosti predšolskih otrok s težavami v socialnem prilagajanju [Personality characteristics of pre-school children with problems in social adaptation]. Anthropos, 38(3–4), 103–129.
Zupančič, M. in Kavčič, T. (2007). Otroci od vrtca do šole: razvoj osebnosti in socialnega vedenja ter učna uspešnost prvošolcev [Children from preschool to school: Personality development, social behavior, and first-graders’ academic achievement]. Znanstvenoraziskovalni inštitut Filozofske fakultete Univerze v Ljubljani.
Zupančič, M. in Kavčič, T. (2008). Dejavniki okolja, otrokovo socialno vedenje v vrtcu/šoli in učna uspešnost v prvem razredu [Environmental factors, childrens‘ social behavior in (pre)school and academic achievement in the first grade]. Šolsko polje, 19(1–2), 51–79.
Zupančič, M. in Kavčič, T. (2010). Factors of social adjustment to school: Child’s personality, family and pre-school. Early Child Development and Care, 181(4), 493–504. https://doi.org/10.1080/03004430903507175
Zupančič, M., Kavčič, T., Slobodskaya, H. R. in Akhmetova, O. A. (2016). Broad and narrow personality traits predicting academic achievement over compulsory schooling: A cross-sectional study in two countries. The Journal of Early Adolescence, 36(6), 783–806. https://doi.org/10.1177/0272431615588954
Prenosi
Objavljeno
Številka
Rubrika
Licenca
Avtorske pravice (c) 2025 Eva Kranjec, Maja Zupančič
To delo je licencirano pod Creative Commons Priznanje avtorstva-Deljenje pod enakimi pogoji 4.0 mednarodno licenco.
Kako citirati
