Aggression is not a unique predictor of preschool academic development once attention problems and social skills are controlled¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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q3 i? Aggression was not significantly related to any academic measure when controlling for inattention and social skills. → Arnold 2012
Evidence¶
Arnold 2012¶
Arnold, D. H., Kupersmidt, J. B., Voegler-Lee, M. E., & Marshall, N. (2012). The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2011.12.009
q3 · i? · associational · r3
HLM regression of preliteracy, language, and mathematics on inattention, aggression, and social skills in 467 preschoolers. The article reports "Aggression was not significantly related to any academic measures when controlling for these other variables."
"Aggression was not significantly related to any academic measures when controlling for these other variables."
Discussion¶
Related Claims¶
- Preschoolers' social skills are related to preliteracy, language, and mathematics development controlling for attention and aggression problems — related
- Attention problems are associated with lower preliteracy and language scores in preschoolers, controlling for aggression and social skills — related
- Among kindergartners with low number sense, attention problems and executive functioning each uniquely predict first-grade mathematics outcomes — related
- Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense — related
- Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations — related
- Executive function measures predict early mathematics achievement over and above reading ability and IQ — related
- Children's positive feelings about school attenuate the relationship between aggression and academic development — related
- Early language skills predict later adolescent externalizing behavior problems — related
- Prevalence of sustained shared thinking in preschool settings predicts children's outcomes on academic and social-behavioral measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
aggression-not-unique-predictor-preschool-academics |
title |
Aggression is not a unique predictor of preschool academic development once attention problems and social skills are controlled |
description |
Aggression is not a unique predictor of preschool academic development once attention problems and social skills are controlled |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — arnold-2012 |
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