Children's positive feelings about school attenuate the relationship between aggression and academic development¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Feelings about school moderated aggression's relations with language and mathematics, with weaker relations for children with more positive feelings. → 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 moderation analyses using the child-reported Feelings about School measure (alpha = .69) in 467 preschoolers. The article reports the two significant aggression interactions "such that the relations were weaker for children with more positive feelings about school."

"children's feelings about school moderated the relationship between aggression and language scores (interaction B = .10, SE = .04, p = .01), and between aggression and mathematics development (interaction B = .09, SE = .04, p = .02), such that the relations were weaker for children with more positive feelings about school"

Discussion¶

Related Claims¶

• Ethnicity moderates several social-functioning–academic relationships, which are stronger for African American than Caucasian children — related
• Aggression is not a unique predictor of preschool academic development once attention problems and social skills are controlled — related
• 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