Teacher perceptions of student social competence and school adjustment in elementary school

Figures & data

Table 1. Descriptive statistics for study variables in the 1st and 2nd wave of measurement*

Variable	M	SD	Cronbach α	Range
Interpersonal social competence	12.51 (12.94)	3.68 (3.53)	0.85 (0.85)	3–18
Learning-related social competence	18.58 (19.13)	4.42 (4.15)	0.91 (0.90)	4–24
Student–teacher relationship closeness	22.27 (22.33)	3.96 (3.84)	0.78 (0.87)	10 (9)–28
Student–teacher relationship conflict	29.10 (29.37)	3.84 (3.71)	0.85 (0.94)	13 (10)–32
Social school anxiety	10.62 (10.54)	3.62 (3.59)	0.81 (0.82)	5–20
General school anxiety	14.56 (14.36)	4.70 (4.75)	0.86 (0.88)	7–27 (28)
Academic achievement	8.12 (7.92)	1.92 (1.89)	n/a	2–10

Note: Where no numbers are provided in parentheses, values in the second wave of data collection were the same as in the 1st wave of data collection.

* Relevant values for the 2nd wave of data collection provided in parentheses.

Table 2. Spearman correlations between social competence and school adjustment indicators in the 1st and 2nd grades^a

	Social competence***
	Learning-related	Interpersonal
Relationship closeness	0.212 (0.296)	0.400 (0.484)
Relationship conflict^b	0.444 (0.460)	0.339 (0.395)
Social school anxiety	−0.183 (−0.205)	−0.394 (−0.456)
General school anxiety	−0.360 (−0.284)	−0.255 (−0.200)
Academic achievement	0.606 (0.563)	0.404 (0.372)

^a Relevant values for the 2nd wave of data collection provided in parentheses.

^b Higher score means lower conflict.

*** All correlations significant at p < 0.01.

Figure 1. Structural model of associations between social competence and school adjustment indicators in the 1st grade.

Notes: Standardized solution, only significant associations are shown. *p < 0.05; **p < 0.01; ***p < 0.001.

Figure 2. Structural model of associations between social competence and school adjustment indicators in the 2nd grade.

Notes: Standardized solution, only significant associations are shown. *p < 0.05; **p < 0.01; ***p < 0.001.