Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 44-52 |
| Number of pages | 9 |
| Journal | Journal of Applied Developmental Psychology |
| Volume | 39 |
| DOIs | |
| State | Published - Jul 1 2015 |
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All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
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Preschool interpersonal relationships predict kindergarten achievement : Mediated by gains in emotion knowledge. / Torres, Marcela M.; Domitrovich, Celene E.; Bierman, Karen Linn.
In: Journal of Applied Developmental Psychology, Vol. 39, 01.07.2015, p. 44-52.Research output: Contribution to journal › Article
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 Linn
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.
UR - http://www.scopus.com/inward/record.url?scp=84937569610&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84937569610&partnerID=8YFLogxK
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 -