Preschool Social-Emotional Competencies Predict School Adjustment in Grade 1

Autor/inn/en	Nakamichi, Keito; Nakamichi, Naoko; Nakazawa, Jun
Titel	Preschool Social-Emotional Competencies Predict School Adjustment in Grade 1
Quelle	In: Early Child Development and Care, 191 (2021) 2, S.159-172 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakamichi, Keito)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1608978
Schlagwörter	Social Development; Emotional Development; Peer Acceptance; Preschool Children; Executive Function; Student Adjustment; Academic Achievement; Peer Relationship; Prediction; Grade 1; Theory of Mind; Problem Solving; Longitudinal Studies; Correlation; Elementary School Students; Interpersonal Competence; Task Analysis; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; Peer-Beziehungen; Vorhersage; School year 01; 1. Schuljahr; Schuljahr 01; Problemlösen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Interpersonale Kompetenz; Aufgabenanalyse; Ausland
Abstract	We investigated whether preschoolers' social-emotional competencies predict their peer relationships and academic achievements during grade one. Measures of cool and hot executive functions, theory of mind, social-problem-solving, and peer acceptance were administered to a sample of 48 preschoolers (M = 77.91 months). Academic achievement and peer acceptance were assessed at the end of Grade 1. A path analysis revealed that cool and hot executive functioning during preschool had a direct impact on academic achievement in elementary school and an indirect effect on peer acceptance via the theory of mind and social-problem-solving, respectively. Further, peer acceptance in preschool had a positive direct effect on peer acceptance during grade one. These findings indicate the vital role of social-emotional competencies on peer relationships and academic achievement. Future study should include additional measures to examine the effect of preschooler's cool and hot executive functions on later school adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01