pt have had a more developmental focus. For example, a cross-sectional study of 1,471, K-9 boys and girls living in New Mexico was conducted by Larned and Muller (1979). Children were assessed in the areas of physical maturity, peer relations, adaptiveness to school, and academic success. The authors graphed the following developmental trends:
1) From grade to grade, there were only small changes in either peer relations self-concept and peer relations self-esteem.
2) Physical maturity self-concept increased slightly from grades 2 though 8; however, there was a small decrease in physical maturity.
3) Academic success self-concept showed a sharp decrease across grades along with academic success self-esteem.
4) School adaptiveness self-concept decreased across the grades, more so for boys than girls; whereas school adaptiveness self-esteem showed the same small decrease for both sexes.
5) Overall, academic self-esteem and school adaptiveness self-esteem decreased through grade 6 but stabilized from grades 7 through 9.
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