|
Category**
|
Feixas et al. (2002) and Neimeyer et al.
(2001)
|
This study
|
Frequency
|
Number of users of category
|
|
|
|
|
|
N=22*
|
N=21*
Pupil age
|
|
|
|
|
|
Total
|
4–8
|
9–12
|
|
1: Attitudinal
(was
Existential, 1, and Moral, 2)
|
|
The
constructs in this category concern attitudinal functioning. These constructs
refer to the meaningful, valuable and characteristic aspects the teacher notices
when their pupils think and act.
|
154
|
21
|
13
|
7
|
|
2: Emotional
|
This
category concerns an element of differentiation with respect to the degree of
emotionality or sexuality of the person described: their emotional attitude toward
life (optimistic) with regard to specific feelings.
|
The
constructs in this category concern emotional and psychological functioning. The constructs refer to the emotionality of the
person.
|
110
|
19
|
13
|
6
|
|
3: Relational
|
This
category concerns all of the aspects that describe types of relationships
with others. Although all constructs influence relationships, this category
concentrates primarily on those aspects limited to the scope of relationships.
|
This
category is for constructs concerning social functioning and relationships
with others. It also contains the constructs about the relationship
with the parents and caregiver
|
119
|
21
|
13
|
7
|
4: Personal
|
This
category refers to a variety of characteristics traditionally pertaining to
the category of personality, character, or way of being. It excludes those
traits typically thought of as moral, relational, or emotional, since these
have been included in previous categories.
|
This
category relates to constructs about pupils’ actions and the way they perform
them. The constructs in this category will describe the individuality of a person.
|
72
|
18
|
12
|
6
|
|
5: Intellectual
(was
Intellectual/
Operational,
6)
|
This
category refers to a variety of skills, abilities and knowledge both on intellectual
and operational levels.
|
This
category refers to constructs about intellectual functioning and school
achievement. This finds expression in constructs about learning performance:
the learning progress and performance in academic subjects.
|
61
|
21
|
14
|
6
|
|
6: Interests
(was
Values/
Interests, 7)
|
This
category refers to ideological, religious, or distinct values, as well as
diverse interests such as music, culture, sports, etc.
|
This
category refers to artistic, expressive and sports abilities.
|
11
|
4
|
2
|
2
|
|
7: Physical
(was Concrete descriptors, 8)
|
This
category refers to concrete, as opposed to abstract, features or positions of
people, as well as their actions. No clear implication about their dispositional
qualities is given.
|
This
category refers to constructs about physical functioning, physical capabilities,
physical characteristics and outward appearance.
|
45
|
8
|
4
|
3
|
|
Not classified
|
|
Constructs
that cannot be classified in categories
1–7
|
6
|
3
|
1
|
1
|
|
Total
|
|
|
578
|
|
|
|