NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1095854
Record Type: Journal
Publication Date: 2016-Mar
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1522-7227
Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children
McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.
Infant and Child Development, v25 n2 p119-136 Mar 2016
Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling 340 elementary-aged children. In both samples, social-emotional comprehension, teacher report of social behaviour, and academic outcomes were measured in a single school year. In both samples, structural equation models showed that the relationship between social-emotional comprehension and reading was mediated by socially skilled behaviour. In one sample, but not the other, the relationship between social-emotional comprehension and math was mediated by socially skilled behaviour. This paper advances our understanding of the mechanisms through which social-emotional factors are associated with academic outcomes.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110143