Child Adjustment to First Grade as Perceived by the Parents: The Role of Parents' Personal Growth

The current study aimed at investigating the direct and moderating role of personal growth in a child's adjustment to first grade as perceived by the parents, drawing on Positive Psychology (Seligman & Csikszentmihalyi,) and the theory of families as systems (Cox & Paley,). The sample consisted of 280 Israeli parents (213 mothers and 67 fathers) whose children were in first grade. The participants completed questionnaires relating to background variables of the parent and child, as well as parents' perceived stress, emotional intelligence, perceived child's adjustment to school and personal growth. The findings indicate that a child's entrance into the school system may lead to personal growth in the parents and that variables of both the parent (age and education) and the child (birth order) contribute to this process. Furthermore, among parents with a low level of personal growth, higher emotional intelligence was associated with a more positive assessment of the child's adjustment. The study thus demonstrates that the transition to first grade may serve as a lever for the parents' growth and development, which in turn may affect their perception of their child's adjustment to school.