Resumo

CREPALDI, Erica Taciana dos Santos; CORREIA-ZANINI, Marta Regina Gonçalves  e  MARTURANO, Edna Maria. Elementary school entry: stress, competence and adjustment in first grade students. Temas psicol. [online]. 2017, vol.25, n.2, pp. 503-515. ISSN 1413-389X.  http://dx.doi.org/10.9788/TP2017.2-06Pt.

This study aimed to compare children from the 1^st year of Elementary Education (EE) with or without stress symptoms regarding indicators of adjustment and competence related to academic, social, and behavioral domains, separately for boys and girls. The participants were 85 boys and 72 girls. Twenty-five teachers participated as informants. The children answered the Childhood Stress Scale, the School Hassles Inventory and the academic test Provinha Brasil. The teachers evaluated the social skills and externalizing, and internalizing behavior problems of the children using the Social Skills Rating System. There was no gender difference in self-reported stress symptoms. Girls outperformed boys in the academic achievement test. The teachers rated the girls as more socially skilled and the boys with more externalizing behavior problems. In the comparison of the children with or without stress symptoms, boys with stress were disadvantaged in all variables. Among girls, a similar pattern was found for six out of the 10 variables studied. The results suggest that children that are more competent deal more easily with the transitional requirements of the first year in EE. These children find the adaptive tasks less stressful, which appears to make them less susceptible to the adverse effects of stress.

Palavras-chave : Childhood stress; transition school; elementary school; social skills.

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