Positive preschool interpersonal relationships predict kindergarten academic achievement controlling for initial achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Positive interpersonal relationships in fall of preschool predicted kindergarten achievement (β = .19, p < .05) controlling for preschool achievement and cognitive ability. → 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 · i1 · associational · r2

First SEM (direct-effects model) in the same 164-child Head Start sample, with baseline covariates; the direct path from fall preschool relationships to end-of-kindergarten achievement was "significant (β = .19, p < .05)". Achievement was a composite of emergent literacy and numeracy measures.

"The direct effect of positive interpersonal relationships on gains in emotion knowledge during preschool was significant (β = .27, p < .01), as was the direct effect of positive interpersonal relationships on kindergarten achievement (β = .19, p < .05)"

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Gains in emotion knowledge during preschool mediate the association between preschool relationships and kindergarten achievement — a broader claim this one bears on
• Preschool emotion knowledge predicts kindergarten academic achievement one year later — related
• Positive preschool interpersonal relationships predict gains in emotion knowledge over the prekindergarten year — related
• Growth in both vocabulary and social communication skills predicts kindergarten math achievement — related
• Initial levels of vocabulary and social communication skills each predict kindergarten reading achievement, but only rate of growth in social communication skills incrementally predicts reading — related