Journal article
Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills
Early childhood research quarterly, Vol.26(2), pp.182-191
2011
Handle:
https://hdl.handle.net/2376/104550
Abstract
Recently, research has begun to identify cognitive and social–emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social–emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children. Results indicate that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income, and children's age, sex, and receptive vocabulary skills. The findings provide further support for the implementation of preventive curricula that focus on both social and emotional development as well as attentional development as one strategy for improving future academic success in young children.
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Details
- Title
- Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills
- Creators
- Brittany L Rhoades - Pennsylvania State University, United StatesHeather K Warren - Rush University Medical Center, United StatesCelene E Domitrovich - Pennsylvania State University, United StatesMark T Greenberg - Pennsylvania State University, United States
- Publication Details
- Early childhood research quarterly, Vol.26(2), pp.182-191
- Publisher
- Elsevier Inc
- Identifiers
- 99900546947101842
- Language
- English
- Resource Type
- Journal article