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ERIC Number: EJ916973
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0193-3973
Predicting Children's Academic Achievement after the Transition to First Grade: A Two-Year Longitudinal Study
Bossaert, Goele; Doumen, Sarah; Buyse, Evelien; Verschueren, Karine
Journal of Applied Developmental Psychology, v32 n2 p47-57 Mar-Apr 2011
The transition from kindergarten to first grade has been described as a critical period for children's academic development. Furthermore, research indicates that peer status is connected with academic adjustment, yet the underlying processes remain unclear. By means of a two-year longitudinal study during kindergarten and first grade (N = 153), we aimed to shed light on the antecedents of achievement at the end of first grade. Based on the parallel processes mediation model (Buhs, 2005), a comprehensive predictive model was constructed and tested. Results showed that (a) the parallel processes mediation model is partially valid during the transition from kindergarten to first grade; and (b) there is more support for an effect of academic self-concept on achievement than vice versa. This comprehensive model increases our insight in the factors that enhance children's academic development during the transition to first grade. (Contains 3 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A