Resilience & Well-Being Findings
- In the first phase of the study, the children (n=306) in 2nd class (7-year-olds) reported a high level of well-being or self-concept. These ratings were higher than those given by their parents and teachers.
- The children (n=555) in the 2nd phase of the study were found to have a highly robust sense of resilience. Girls (83.2%) were found to be more resilient than boys (74.9%).
- The difference in gender was consistent across the cohorts and pronounced in 6th class where girls (85.7%) were found to be more resilient than boys (72.8%).
- There was a strong positive correlation between the children’s sense of resilience and perceived well- being.
- The average scores of the children in all 6 subscales of the Piers-Harris scale in 2nd, 4th and 6th class in our study suggest they are all well within the average ranges, according to the scale developers .
- The 6th class children in the study produced comparable average scores in the six sub scales of the Piers Harris Scale when compared to their peers nationally .
- The results of their STen scores were relatively consistent with the children’s perceived sense of their cognitive abilities and academic performance and contradicted that of their parents and teachers.
- Analysis of the MICRA-T and SIGMA-T STen scores indicated that the children in the study produced results which were comparable to their peers and better than the national norm.
Teachers & Parents Perceptions
- The results of the teachers’ ratings on the Adjustment Problem scale indicate a reduction in the proportion of children that teachers perceived to have deficits in the various aspects assessed. This increases with the children’s age.
- The parents’ ratings of the Cognitive Impairment scale (15.3%, 12.4% & 8.5%) indicated a consistent sliding slope in relation to the proportion of children with deficits in cognitive impairment (in 2nd, 4th and 6th classes respectively). This dip in ratings is relatively consistent with the teacher’s ratings in similar areas .
- Of particular note is the change in the Social Withdrawal scale, where parents’ perception of difficulties in this area tends to increase as the children grow older (16.5% in 2nd class, 17.6% in 4th class & 19.1% in 6th class). The Social Withdrawal scale consists of Social Introversion and Isolation subscales (with Family Dysfunction scale) and is the only scale in the parents’ rating with such a trajectory indicating increased proportion of deficits.
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