Social competence is positively and externalizing problems negatively prospectively related to academic achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Zero-order correlations showed social competence positively and externalizing problems negatively prospectively related to later achievement. → Valiente Carlos 2011

Evidence¶

Valiente Carlos 2011¶

Valiente Carlos, Eisenberg Nancy, Haugen Rg, Spinrad Tracy L., Hofer Claire, Liew Jeffrey, Kupfer Anne. (2011). Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning. Early Education and Development, 22(3), 411-433. https://doi.org/10.1080/10409289.2010.505259

q3 · i? · associational · r2

Zero-order correlations (Table 1) in the 6-year longitudinal sample supported the mediation requirements: reported and observed EC were positively related to social competence, negatively related to externalizing problems, and positively related to achievement measures. No standardized effect sizes are printed for these prospective paths.

"In addition, social competence (positively) and externalizing problems (negatively) were prospectively related to academic achievement."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later — related
• Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — related
• Early ability to delay gratification predicts later academic and social outcomes, but the association is weaker and more context-dependent than originally reported. — related
• Social functioning fully mediates the relation between early effortful control and later academic achievement — related
• Early language skills predict later adolescent externalizing behavior problems — related
• Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths — related