The effects of preschool day care, self-esteem, and locus of control on the coping behavior of children in the first grade




McKeighen, Rosemary

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An exploratory relationship study was conducted to describe the coping behavior of first grade public school children by investigating the correlation between the criterion variable, coping, and three predictor variables, preschool day care, self-esteem, and locus of control. The demographic variables of children's age and sex, and parental educational level were also examined for relationships and for a prediction equation of adapting coping. A standardized test of teacher observational techniques was used to measure children's coping behavior. Self reports were used to measure parental educational level and attendance or non-attendance at preschool day care. A standardized test scale and an interview were used to measure the personality characteristics, self-esteem, and locus of control. This method of investigation was used with 108 first-time first grade public school children in a midwestern urban city school district, whose parents volunteered to participate. It was found that father's educational level was the best predictor of adaptive coping, explaining 9% of the variance, and self-esteem was second best. The combined predictors had 15% of the common variance with coping



Preschool day care, Self-esteem, Coping behavior