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ERIC Number: EJ909470
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1057-3569
The Impact of Children's Social Adjustment on Academic Outcomes
DeRosier, Melissa E.; Lloyd, Stacey W.
Reading & Writing Quarterly, v27 n1-2 p25-47 2011
This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. Researchers collected school records and peer-, teacher-, and self-report measures for 1,255 third-grade children in the fall and spring of the school year. Measures of social adjustment included social acceptance by and aggression with peers. Academic outcomes included math and reading grade point average, classroom behavior, academic self-esteem, and absenteeism. As expected, the researchers found support for the causal model such that both forms of social adjustment contributed independently to the prediction of each area of academic adjustment. Gender differences were present in the patterns of results, particularly for the impact of aggression on academic adjustment. Discussion focuses on the implications for social-emotional literacy programs for preventing negative academic outcomes. (Contains 1 figure and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina