Communication Skills and Psychological Well-Being of the First Graders

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Abstract

The work is aimed at clarifying the factors of psychological well-being of primary schoolchildren. The materials of empirical research obtained on a sample of 1st grade students of a Moscow school are presented. The study involved first-graders aged 6 to 8 years (N=90, of which 53% were female), their parents (N=86) and class teachers (N=4). The following methods were used: Drawing of a tree, Color test of emotional states and “Houses”, questionnaire E.M. Aleksandrovskaya “Adaptation of schoolchildren”, questionnaire for teachers “Features of student communication”, diagnostic task “Postcards” and questionnaire for parents (all authorised). As a result of the study, significant positive correlations were revealed between indicators of psychological well-being with communication skills of schoolchildren. First-graders with higher indicators of the formation of communication skills have higher indicators of psychological well-being.

General Information

Keywords: psychological well-being, primary school age, self-acceptance, school well-being, fami-ly well-being, communication skills

Journal rubric: Development of Regional Psychological Support Practices in Education and Social Sphere

DOI: https://doi.org/10.17759/bppe.2020170306

Acknowledgements. The authors are grateful to the 1st grade school teachers for their help in collecting data for the study.

For citation: Kabaeva V.M., Barabanova V.V., Mukhortova E.A. Communication Skills and Psychological Well-Being of the First Graders [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2020. Vol. 17, no. 3, pp. 68–77. DOI: 10.17759/bppe.2020170306. (In Russ., аbstr. in Engl.)

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Information About the Authors

Valentina M. Kabaeva, PhD in Psychology, Teacher-Psychologist, Secondary School No. 1531 named after S.K. Godovikov, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5332-0097, e-mail: valkabaeva@yandex.ru

Vera V. Barabanova, Senior Lecturer, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9266-4829, e-mail: vvbarabanova@yandex.ru

Elena A. Mukhortova, Senior Lecturer, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9468-3057, e-mail: muhortova.elena@yandex.ru

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