Observing Preschoolers' Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success

Autor/inn/en	Denham, Susanne A.; Bassett, Hideko Hamada; Thayer, Sara K.; Mincic, Melissa S.; Sirotkin, Yana S.; Zinsser, Katherine
Titel	Observing Preschoolers' Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success
Quelle	In: Journal of Genetic Psychology, 173 (2012) 3, S.246-278 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1325
DOI	10.1080/00221325.2011.597457
Schlagwörter	Affective Behavior; Prosocial Behavior; Kindergarten; Interpersonal Competence; Observation; Executive Function; Preschool Children; Student Adjustment; Disadvantaged Youth; Prediction; Check Lists; Measures (Individuals); Reliability; Validity; Emotional Response; Risk; Age Differences; Gender Differences; Aggression; Self Control; Correlation; Academic Achievement; Outcomes of Education + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Interpersonale Kompetenz; Beobachtung; 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; Benachteiligter Jugendlicher; Vorhersage; Checkliste; Messdaten; Reliabilität; Gültigkeit; Emotionales Verhalten; Risiko; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Selbstbeherrschung; Korrelation; Schulleistung; Lernleistung; Schulerfolg
Abstract	Social-emotional behavior of 352 3- and 4-year-olds attending private childcare and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10