Cognitive, Language, Mathematical, and Socioemotional Skills as Predictors of Subsequent School Performance: Is a Child's Performance on the Intelligence Development Scales Predictive of its School Performance three Years later?

被引：23

作者：

Gut, Janine ^{[1
]}

Reimann, Giselle ^{[1
]}

Grob, Alexander ^{[1
]}

机构：

[1] Univ Basel, Inst Psychol, CH-4055 Basel, Switzerland

来源：

ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE | 2012年 / 26卷 / 03期

关键词：

school performance; cognition; language; mathematical thinking; socioemotional skills; READINESS; BEHAVIOR; EMOTION;

D O I：

10.1024/1010-0652/a000070

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Based on the assumption that school performance is a product of a constellation of cognitive as well as socioemotional skills, the present study investigated whether cognitive, language, mathematical, and socioemotional skills were predictive of subsequent school grades in Mathematics, Language, and Science in 263 children (M-Age = 7.4 years, SD = 0.65 years, Range 5-10 years; 52 % girls). Results longitudinally confirmed the significant predictive value of cognitive, language, and mathematical skills. Moreover, the study revealed that higher socioemotional skills were able to compensate relative deficits in cognitive and language skills regarding children's school grades.

引用

页码：213 / 220

页数：8