@article{2c9a066d-363c-437f-a62b-ed1e3d72b560,
author = {Marzanna  Farnicka, Hanna  Liberska, Jari Erik  Nurmi},
title = {Predyktory (podmiotowe i sytuacyjne) efektywnej adaptacji szkolnej – ujęcie rozwojowe},
journal = {Psychologia Rozwojowa},
volume = {2016},
number = {Tom 21, Numer 1},
year = {2016},
issn = {1895-6297},
pages = {21-32},keywords = {uczniowie; szkoła; dobrostan; wsparcie; poczucie kompetencji},
abstract = {Subjective and situational predictors of success in early childhood education: a developmental approach

	The article presents the results of research on chosen symptoms and situational determinants of the “success at school” of a primary school pupil. It was assumed that for a child to adapt to the challenges posed by school the following factors were important: a sense of acceptance, a sense of support, a sense of social exclusion and the ability to assess one’s own achievements. The study involved 173 children from grades 2 to 5. Data were collected twice using three tools: SPAS questionnaire (Matějček, Vágnerová, 1992), SUSPO (Mikšík, 2004) and QSL authoring tool. The results show: 1) the role of subjective conditions and their changes over time, 2) the role of the climate in educational environment, and 3) the prospect for the optimization of and increase in the effectiveness with which children adapt to school in the first period of learning},
doi = {10.4467/20843879PR.16.002.4791},
url = {https://ejournals.eu/czasopismo/psychologia-rozwojowa/artykul/predyktory-podmiotowe-i-sytuacyjne-efektywnej-adaptacji-szkolnej-ujecie-rozwojowe}
}