Childhood Social Skills as Predictors of Middle School Academic Adjustment

Gordon Emmett Hall, James Clyde DiPerna

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)825-851
Number of pages27
JournalJournal of Early Adolescence
Volume37
Issue number6
DOIs
StatePublished - Jan 1 2017

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All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • Life-span and Life-course Studies

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