NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156634
Record Type: Journal
Publication Date: 2017-Nov
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0033-3085
Relationship of Teachers' Ratings of Kindergarteners' 21st Century Skills and Student Performance
Woods-Groves, Suzanne; Choi, Taehoon
Psychology in the Schools, v54 n9 p1034-1048 Nov 2017
This study investigated the relationship of kindergarten teachers' ratings of their students' 21st century skills (college readiness skills) with students' behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers' ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers' ratings of students' persistence and cognition behaviors were significantly associated with students' academic performance. Teachers' persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers' externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students' 21st century skills with kindergarteners.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teacher Rating Scale
Grant or Contract Numbers: N/A