Influences on pupils' self-perceptions in primary school: enjoyment of school,anxiety and isolation, and self-image in year 5

Sammons, P. and Sylva, K. and Siraj-Blatchford, I. and Taggart, B. and Smees, R. and Melhuish, Edward C. (2008) Influences on pupils' self-perceptions in primary school: enjoyment of school,anxiety and isolation, and self-image in year 5. Project Report. Institute of Education, London, UK.

Abstract

This report presents the results of analyses of pupils’ self-perceptions in primary school. It is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11) research project funded by the Department for Children, Schools and Families (DCSF). The focus of this report is pupils’ self-perceptions in Year 5 (age 10) in four key areas: ‘Enjoyment of school’; ‘Academic self-image’; ‘Behavioural self-image’ and ‘Anxiety and Isolation’. Reports on pupils’ cognitive and social/behavioural development at this age have been published separately (Sammons et al., 2007a; 2007b). The original EPPE sample was recruited to the study at age 3 years plus and monitored to the end of Key Stage 1 (Year 2) in primary school. An additional ‘home’ sample of children (who had not attended a pre-school setting) was recruited when the pre-school sample started primary school. The EPPE 3-11 extension is following up the sample to the end of primary school (age 11 years plus). In addition to exploring pre-school influences, EPPE 3-11 research identifies the influence of primary school on a range of pupils’ educational outcomes, as well as investigating any continuing pre-school effects. EPPE 3-11 involves the collection and analysis of a range of data about pupils’ development, child, family and home learning environment (HLE) characteristics and the characteristics of the schools attended. Additional value added measures of primary school academic effectiveness have been derived from independent statistical analyses of National data sets conducted for all primary schools in England (Melhuish et al., 2006) as part of the study. These have been incorporated into the EPPE 3-11 child database to provide indicators of the academic effectiveness of primary schools attended which complement the measures on pre-school settings. Thus, it is possible to explore both preschool and primary school influences on pupils’ outcomes in Year 5. Questionnaires were administered to children asking their views about school and classroom life. These provided measures of pupils’ self-perceptions in Year 2 and again in Year 5 in terms of ‘Enjoyment of school’, ‘Anxiety and Isolation’ and ‘Academic selfimage’ and ‘Behavioural self-image’. A range of statistical methods have been used to investigate results for 2520 pupils for whom at least one self-perception outcome measure was collected in Year 5.

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