An investigation of the impact of young children's self-knowledge of trustworthiness on school adjustment: a test of the realistic self-knowledge and positive illusion models

Betts, LR ORCID: https://orcid.org/0000-0002-6147-8089, Rotenberg, KJ and Trueman, M, 2009. An investigation of the impact of young children's self-knowledge of trustworthiness on school adjustment: a test of the realistic self-knowledge and positive illusion models. British Journal of Developmental Psychology, 27 (2), pp. 405-424. ISSN 2044-835X

Preview

Text 193428_PubSub1071_Betts.pdf Download (304kB) | Preview

Abstract

The study aimed to examine the relationship between self-knowledge of trustworthiness and young children’s school adjustment. One hundred and seventy-three (84 male and 89 female) children from school years 1 and 2 in the United Kingdom (mean age 6 years 2 months) were tested twice over one year. Children’s trustworthiness was assessed using: (a) self-report at Time 1 and Time 2, (b) peers’ reports at Time 1 and Time 2, and (c) teacher-reports at Time 2. School adjustment was assessed by child-rated school-liking and the Short-Form Teacher Rating Scale of School Adjustment. Longitudinal quadratic relationships were found between school adjustment and children’s self-knowledge, using peer-reported trustworthiness as a reference: more accurate self-knowledge of trustworthiness predicted increases in school adjustment. Comparable concurrent quadratic relationships were found between teacher-rated school adjustment and children’s self-knowledge, using teacher-reported trustworthiness as a reference, at Time 2. The findings support the conclusion that young children’s psychosocial adjustment is best accounted for by the realistic self-knowledge model (Colvin & Block, 1994).

Item Type:	Journal article
Alternative Title:	Self-versus other-knowledge of trustworthiness [running title]
Publication Title:	British Journal of Developmental Psychology
Creators:	Betts, L.R., Rotenberg, K.J. and Trueman, M.
Publisher:	Wiley
Date:	2009
Volume:	27
Number:	2
ISSN:	2044-835X
Identifiers:	Number Type 10.1348/026151008X329517 DOI
Divisions:	Schools > School of Social Sciences
Record created by:	EPrints Services
Date Added:	09 Oct 2015 10:11
Last Modified:	09 Jun 2017 13:21
URI:	https://irep.ntu.ac.uk/id/eprint/9096

Actions (login required)

Edit View

Statistics

Views

Downloads