Social behaviour and its relationship with intelligence, self-concept, and other personality features in 6-year-olds

Abstract

The main aim of this study is to analyze the relationship between social behaviour in the classroom with other developmental variables such as intelligence, self-concept and
other traits of child personality. In addition, it also attempts to identify predictive variables of children’s social adaptation in scholar settings. The sample consists of 135 6-year-old subjects, 59 male and 76 female, proceeding from fi ve public and private schools. The variables evaluated with the 4 administered instruments are: positive and negative social behaviours with peers (BAS-1), verbal and non-verbal intelligence (BADYG), self-concept (PAI), and other 13 traits of child personality such as emotional stability, excitability, ascendancy, sensitivity… (ESPQ). Results of correlational analyses (Pearson) suggest that well adapted children have signifi cant high levels of overall intelligence, verbal and
non-verbal intelligence, and self-concept. Moreover, they show a signifi cant tendency towards emotional stability, perseverance and subjection to the rules, low excitability,
self-confi dence, calm and relax. Multiple regression analyses allow to identify as predicting variables of good social adaptation high level of non-verbal intelligence and a
calm and relaxed temperament.