Research Problem: To determine three experimental hypotheses:
1) each grade level in the study will show greater physical distances in interpersonal spacing as the grade level increases in both child-to- child and child-to- adult relationships,
2) interpersonal spacing will be greater in child-to- adult relationships than in child-to- child relationships than in child-to- child relationships, and
3) there will be a correlation between a child’s self-esteem and his interpersonal spacing in both child-
to-child and child-to- adult relationships.
Methods: Two basic instruments were used in testing the hypotheses:
1) Interpersonal Spacing Measuring Apparatus and
2) modified Self-Esteem Inventory Short Form B. The instruments were administered individually and orally to 133 elementary school age children.
Results: The three hypotheses were accepted and significant at better than the .01 level. The correlation coefficients broken down overall and by the grade level indicated that as the self-esteem of the child increased, the interpersonal spacing in both child-to- child and child-to- adult relationships decreased.
Conclusion: The results of this study add to the body of knowledge available to those persons interested in a child’s development of interpersonal spacing and the relationships of self-esteem and interpersonal spacing in elementary school age children.