Résumé
Background: The present study compared emotional maturity and daily hassles stress of male and femalestudents coming from different economic status.Methods: The sample consisted of 200 graduate students from Ahmednagar city from Maharashtra. Theage range of the sample was 18-22 years. One hundred of these were from low economic status andremaining hundred were from high economic status. In each group- 50 boys and 50 girls were included.The two tests used for this study were namely, Emotional maturity scale (Taneja, P.2004) and DailyHassles Scale (Lazarus & Folkman1989). A 2x2 ANOVA showed significant main effects as well asinteraction effect of gender and economic status on emotional maturity and daily hassles stress.Results: The results showed that economic status was a significant variable, which has proved itssignificance in the entire study. The mean differences are not significant. Students from low economicstatus were significantly higher on daily hassles stress than the students from high economic status (F (1,196) = 10.11, p < .001).Conclusion:Girls and boys did not differ in daily hassles stress. Student from high economic students weresignificantly higher on emotional maturity than low economic status students. Girls were not significantlydifferent on emotional maturity than boys.
Résumé
O artigo apresenta uma pesquisa conduzida em escolas públicas, com o objetivo de avaliar a intensidade do estresse percebido, associado ao cotidiano escolar na transição da 1ª série, bem como investigar associações entre desempenho, ajustamento e estresse em domínios específicos da vida escolar. Participaram 171 alunos da 1ª série, com idade entre 6 e 8 anos. Os instrumentos utilizados foram: Inventário de Estressores Escolares, Teste de Desempenho Escolar, Avaliação do Desempenho e do Ajustamento pelo Professor. Nos resultados, as crianças apontaram como mais estressantes os domínios de relacionamento com os companheiros e demandas do novo contexto. O estresse no domínio acadêmico foi negativamente associado a desempenho. A freqüência à educação infantil contribuiu para minimizar o estresse.
This article describes a study conducted in public schools aiming at evaluating how much upset children feel about school daily hassles during the first grade transition. The relationships between daily hassles in different domains of school life and measures of achievement and adjustment were also investigated. One hundred and seventy-one (171) first grade students participated in the study. The instruments used were the School Hassles Inventory, the School Achievement Test, and the items for the assessment of children's achievement and adjustment from the Teacher Report Form. The results showed that: children rated hassles with peers and nonacademic school demands as the most stressful domains during first grade whereas academic concerns correlated negatively to achievement. Prior kindergarten attendance was associated with lower levels of daily stress.
Sujets)
Humains , Mâle , Femelle , Enfant , Adaptation psychologique , Enseignement Primaire et Secondaire , Stress psychologique/psychologie , Relations interpersonnellesRésumé
Tensões cotidianas na transição da 1ª série do ensino fundamental são o foco deste artigo. Seu objetivo é formular, com base no conhecimento disponível sobre estresse psicossocial na infância, um esquema teórico para gerar hipóteses e integrar resultados de pesquisas sobre o estresse da transição, em uma perspectiva de desenvolvimento. O texto está subdividido em três seções. A primeira focaliza o estresse psicossocial na infância, em quatro áreas de pesquisa: relação entre estresse psicossocial e ajustamento; tensões cotidianas; enfoque de desenvolvimento no estudo da relação entre estresse e ajustamento; a escola como fonte de estresse. Na segunda, apresentam-se pesquisas sobre a transição da primeira série que contribuem com achados indiretos sobre o enfrentamento da transição por parte das crianças. Na última seção, apresenta-se o esquema conceitual, articulando tarefas adaptativas da transição e domínios de tensões cotidianas, com previsões sobre o impacto da transição no desenvolvimento. Temas de pesquisa são sugeridos a partir do esquema proposto.
This paper focuses on daily hassles during the transition to first grade. A theoretical framework has been posited to generate hypotheses and integrate research results on the stress of this transition. Framework is based on current knowledge on psychosocial stress during childhood, followed by a developmental view of child stress. The paper comprises three sections. The first one focuses on childhood psychosocial stress in four research fields: relationship between psychosocial stress and adjustment; daily hassles; a developmental view of the stress-adjustment relation; school as a source of daily hassles. In the second section, results on the first grade transition are given and contribute through indirect evidence towards the children's coping with the transition. The conceptual framework is presented in the last section, comprising an articulation between adaptive tasks and daily hassle domains, as well as hypotheses on the impact of transition on development. Relevant research issues are suggested on the basis of the proposed framework.