The transition from preschool to first grade: A transactional model of development
| Autor: | Carol Lynn Martin, Laura D. Hanish, Natalie D. Eggum-Wilkens, Crystal I. Bryce, Stacie A. Foster, Priscilla Goble, Richard A. Fabes |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Transition (fiction)
education 05 social sciences 050301 education Academic achievement Social relation Developmental psychology Transactional leadership Head start mental disorders Developmental and Educational Psychology 0501 psychology and cognitive sciences School engagement Psychology 0503 education Socioeconomic status Social psychology 050104 developmental & child psychology |
| Zdroj: | Journal of Applied Developmental Psychology. 49:55-67 |
| ISSN: | 0193-3973 |
| Popis: | Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children ( N = 241; 49% girls, M age = 53 months, range 45–60); 78% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills from preschool to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect