Young children's feelings about school
Abstract
This study examined factors associated with young children's feelings about school in kindergarten and first grade, using a new measure, the Feelings about School (FAS). The FAS measures children's perceptions of academic competence, their feelings about the teacher, and their general attitudes toward school. Findings provided support for the reliability and validity of the FAS for kindergartners (N = 225) and first graders (N = 127). Variables presumed to predict children's feelings about school were the classroom structure, academic performance, and relationships with teachers. Feelings about school were expected to predict academic engagement. Correlational analyses indicated that kindergartners' and first graders' feelings about school were associated with their academic skills, as measured by direct assessments and teacher ratings. The evidence for first graders was stronger than for kindergartners. Kindergartners' general attitudes toward school were more negative in highly structured, teacher-directed classroom environments. First graders' perceptions of competence were more negative in classrooms lacking structure and control. First graders', but not kindergartners', perceptions of competence were significantly associated with academic engagement.
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Negative achievement leads students to have more negative attitudes about school, producing a cyclical effect.
“Additionally, negative achievement leads students to have more negative attitudes about school, producing a cyclical effect (Valeski and Stipek, 2001).”
From Gender and Education (2015) · cites this paper as Valeski and Stipek, 2001
Boys tend to have more negative attitudes about school and teachers than girls throughout their educational careers.
“In addition to behaving more poorly in the classroom, boys also tend to have more negative attitudes about school and teachers than girls throughout their educational careers.”
From Gender and Education (2015) · cites this paper as Valeski and Stipek, 2001
Cites
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School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011) · Review of Educational Research · doi:10.3102/0034654311421793 · Cited by 2,370 · see citing works
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_17 · Cited by 1,055 · see citing works
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2006) · The Search Institute Series on Developmentally Attentive Community and Society · doi:10.1007/0-387-23823-9_19 · Cited by 469 · see citing works
Courtier, P., Gardes, M.-L., Van der Henst, J.-B., Noveck, I. A., Croset, M.-C., Epinat-Duclos, J., Léone, J., & Prado, J. (2021) · Child Development · doi:10.1111/cdev.13575 · Cited by 45 · see citing works
Sense of School Belonging and Paediatric Illness: A Scoping Review
Tomberli, L., & Ciucci, E. (2021) · Continuity in Education · doi:10.5334/cie.32 · Cited by 21 · see citing works
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Pahlke, E., & Goble, P. (2015) · International Encyclopedia of the Social & Behavioral Sciences · doi:10.1016/b978-0-08-097086-8.92151-2 · Cited by 4 · see citing works
- Authors
- Valeski, T. N., & Stipek, D. J.
- Affiliations
- Uzoz 3 , 11800 Praha 1 ,
- Stanford University (US)
- ORCID
- Stipek, Deborah J
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2001-07-01
- Volume
- 72
- Issue
- 4
- Pages
- 1198-1213
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2036963547
- Cited by
- 276
- References
- 1
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 13 · 2023: 9 · 2022: 25 · 2021: 8 · 2020: 13 · 2019: 13 · 2018: 6 · 2017: 10 · 2016: 11 · 2015: 11 · 2014: 15 · 2013: 18 · 2012: 21
- FWCI
- 25.06
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- young children, kindergarten, first grade, academic competence, teacher relationships, classroom structure, academic engagement, attitudes toward school, academic performance
- MeSH terms
- Attitude, Child, Child, Preschool, Educational Status, Emotions, Female, Humans, Male, Motivation, Personality Development, Schools, Self Concept, Social Environment, Teaching
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