Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills

Brittany L. Rhoades, Heather K. Warren, Celene E. Domitrovich, Mark T. Greenberg

Research output: Contribution to journalArticle

86 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)182-191
Number of pages10
JournalEarly Childhood Research Quarterly
Volume26
Issue number2
DOIs
StatePublished - Mar 21 2011

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

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