Childhood Social Skills as Predictors of Middle School Academic Adjustment

被引：11

作者：

Hall, Gordon Emmett ^{[1
]}

DiPerna, James Clyde ^{[2
]}

机构：

[1] Penn State Univ, Sch Psychol Program, University Pk, PA 16802 USA

[2] Penn State Univ, 125 CEDAR Bldg, University Pk, PA 16801 USA

来源：

JOURNAL OF EARLY ADOLESCENCE | 2017年 / 37卷 / 06期

关键词：

academic achievement; prosocial behavior; academic; school transitions; social competence; ACHIEVEMENT; ADOLESCENTS; TRAJECTORIES; INTELLIGENCE; METAANALYSIS; COMPETENCE; TRANSITION; CLASSROOM; BEHAVIOR; QUALITY;

D O I：

10.1177/0272431615624566

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

引用

页码：825 / 851

页数：27

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