Preschool emotion knowledge predicts kindergarten academic achievement one year later¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i3large
Currency · newest study 2015 · 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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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Emotion knowledge at the end of preschool significantly predicted kindergarten achievement (β = .37, p < .01) controlling for baseline measures. → 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 · i3 · associational · r2
Final SEM path in the 164-child Head Start longitudinal sample; spring preschool emotion knowledge predicted end-of-kindergarten achievement, "significant (β = .37, p < .01)", while the direct relationship path became non-significant. Baseline cognitive ability, emotion knowledge, and achievement were covariates.
"The association between preschool emotion knowledge and kindergarten achievement was significant (β = .37, p < .01). With emotion knowledge included in the model as a potential mediator, the direct association between positive interpersonal relationships in the fall of preschool and kindergarten achievement, dropped to non-significance (β = –.06, p = .49)"
Discussion¶
Related Claims¶
- Gains in emotion knowledge during preschool mediate the association between preschool relationships and kindergarten achievement — a broader claim this one bears on
- Positive preschool interpersonal relationships predict kindergarten academic achievement controlling for initial achievement — related
- Positive preschool interpersonal relationships predict gains in emotion knowledge over the prekindergarten year — related
- Academic and nonacademic skills developed in preschool and early elementary years are foundational to important longer-term outcomes — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
preschool-emotion-knowledge-predicts-kindergarten-achievement |
title |
Preschool emotion knowledge predicts kindergarten academic achievement one year later |
description |
Preschool emotion knowledge predicts kindergarten academic achievement one year later |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — torres-2015 |
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