Gains in emotion knowledge during preschool mediate the association between preschool relationships and kindergarten achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? With emotion knowledge gains in the model, the direct relationship–achievement path dropped to non-significance (β = –.06, p = .49) and the indirect effect was statistically significant (95% CI 0.009–0.265). → Torres 2015

Evidence¶

Torres 2015¶

Torres, M. M., Domitrovich, C. E., & Bierman, K. L. (2015). Preschool Interpersonal Relationships Predict Kindergarten Achievement: Mediated by Gains in Emotion Knowledge. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2015.04.008

q3 · i? · associational · r2

Final SEM in the longitudinal Head Start sample tested full mediation; the indirect effect via preschool emotion knowledge gains was significant by RMediation confidence limits, "indicating a statistically significant indirect effect". No standardized effect size for the indirect effect is printed, so impact is null.

"RMediation yielded lower and upper 95% confidence limits of 0.009 and 0.265, respectively, indicating a statistically significant indirect effect between preschool positive interpersonal relationships and kindergarten academic achievement, mediated by gains in emotion knowledge made during the preschool year"

Discussion¶

Related Claims¶

• Preschool emotion knowledge predicts kindergarten academic achievement one year later — a narrower finding that bears on this claim
• Positive preschool interpersonal relationships predict kindergarten academic achievement controlling for initial achievement — a narrower finding that bears on this claim
• Positive preschool interpersonal relationships predict gains in emotion knowledge over the prekindergarten year — a narrower finding that bears on this claim
• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys — related