Bivariate correlations between social functioning and academic development are in the predicted direction but modest in strength¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Six of nine bivariate social-academic correlations were significant, and all were in the predicted direction but modest. → 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 · r2

Pearson correlations among teacher-rated social functioning and standardized academic measures for 467 preschoolers (Table 2). The article states the correlations were "significantly related in the majority of cases (six out of nine)" but "modest."

"The correlations between social functioning and academic development were all in the predicted direction, and were significantly related in the majority of cases (six out of nine); however, the strength of these relations was modest."

Discussion¶

Related Claims¶

• Gender did not significantly moderate relationships between social functioning and academic development in preschoolers — related
• Child gender at kindergarten entry predicts initial functioning: boys show more conflict and inattention/impulsivity, girls more closeness and school engagement — related