Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

Autor/inn/en	Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.
Titel	Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 2, S.182-191 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.07.003
Schlagwörter	Interpersonal Competence; Emotional Intelligence; Attention; Preschool Children; Kindergarten; Grade 1; Academic Achievement; Disadvantaged Youth; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Emotionale Intelligenz; Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Schulleistung; Benachteiligter Jugendlicher; Soziale Entwicklung; Gefühlsbildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10