TY - JOUR
T1 - Preschool interpersonal relationships predict kindergarten achievement
T2 - Mediated by gains in emotion knowledge
AU - Torres, Marcela M.
AU - Domitrovich, Celene E.
AU - Bierman, Karen L.
N1 - Funding Information:
This project was supported by the National Institute of Child Health and Human Development grants HD046064 and HD43763 . Appreciation is expressed to the teachers, students, parents, and program personnel who served as partners in this project. Reprint requests can be sent to Marcela M. Torres, Institute of Behavioral Science, University of Colorado at Boulder, 1440 15th Street, UCB 483, Boulder, Colorado 80309, USA.
Publisher Copyright:
© 2015 Elsevier Inc.
PY - 2015/7/1
Y1 - 2015/7/1
N2 - Using longitudinal data, this study tested a model in which preschool interpersonal relationships promoted kindergarten achievement in a pathway mediated by growth in emotion knowledge. The sample included 164 children attending Head Start (14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Preschool interpersonal relationships were indexed by student-teacher relationship closeness and positive peer interactions. Two measures of emotion knowledge (identifying emotions in photographs, recognizing emotions in stories) were assessed at the start and end of the preschool year. Structural equation models revealed that positive interpersonal relationships (with teachers and peers) predicted gains in emotion knowledge (identification, recognition) during the preschool year. Positive interpersonal relationships in preschool also predicted kindergarten achievement (controlling for initial preschool achievement); however, this association was mediated by gains in emotion knowledge during the preschool year. Implications are discussed for school readiness programs serving economically-disadvantaged children.
AB - Using longitudinal data, this study tested a model in which preschool interpersonal relationships promoted kindergarten achievement in a pathway mediated by growth in emotion knowledge. The sample included 164 children attending Head Start (14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Preschool interpersonal relationships were indexed by student-teacher relationship closeness and positive peer interactions. Two measures of emotion knowledge (identifying emotions in photographs, recognizing emotions in stories) were assessed at the start and end of the preschool year. Structural equation models revealed that positive interpersonal relationships (with teachers and peers) predicted gains in emotion knowledge (identification, recognition) during the preschool year. Positive interpersonal relationships in preschool also predicted kindergarten achievement (controlling for initial preschool achievement); however, this association was mediated by gains in emotion knowledge during the preschool year. Implications are discussed for school readiness programs serving economically-disadvantaged children.
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U2 - 10.1016/j.appdev.2015.04.008
DO - 10.1016/j.appdev.2015.04.008
M3 - Article
C2 - 27630379
AN - SCOPUS:84937569610
VL - 39
SP - 44
EP - 52
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
SN - 0193-3973
ER -