Egocentrism and classroom adjustment

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.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.