Abstract
This study examined the relationship between persistent egocentrism and adjustment status in normal school children. Fifty-three fourth-graders (33 males, 20 females) were administered measures of egocentrism and peer sociometric status, and indices of classroom adjustment were obtained from teachers. Degree of egocentrism was shown to correlate with classroom adjustment for both boys and girls and with peer group status for boys. The pattern of correlations suggested that the negative consequences of persistent egocentrism were different for the two sexes, with high egocentrism associated with shy, anxious behavior for girls and acting-out and learning difficulties for boys.
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Reference notes
Chandler, M. J.Egocentrism and childhood psychology: The development and application of measurement techniques. Paper presented at biennial meeting of the Society for Research in Child Development, Minneapolis, 1971.
Selman, R.A structural analysis of the ability to take another's social perspective: Stages in the development of role-taking ability. Paper presented at biennial meeting of the Society for Research in Child Development, Philadelphia, 1973.
Chandler, M. J.Egocentrism in normal amd pathological childhood development. Paper presented at symposium of the International Society for the Study of Behavioral Development, Nijmegan, Holland, 1971.
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The authors wish to thank Michael Chandler for his invaluable assistance. Gratitude is also expressed to Jeffrey Frost, Rana Gordan, Joyce Kramer, Peter Moshbach, Katie Pelz, Robert Rosen, Jane Scheibel, and Harley Sobin for their help in the collection of the data, and to the administration, staff, and pupils of the Paddy Hill Elementary School, Greece, New York.
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Burka, A.A., Glenwick, D.S. Egocentrism and classroom adjustment. J Abnorm Child Psychol 6, 61–70 (1978). https://doi.org/10.1007/BF00915782
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DOI: https://doi.org/10.1007/BF00915782