Preschool social-emotional competencies predict school adjustment in Grade 1

被引：22
|
作者：
Nakamichi, Keito [1 ]
Nakamichi, Naoko [2 ]
Nakazawa, Jun [3 ]
机构：
[1] Chiba Univ, Fac Educ, Chiba, Japan
[2] Japan Womens Coll Phys Educ, Dept Sports Wellness Sci, Tokyo, Japan
[3] Uekusa Gakuen Univ, Chiba, Japan
来源：
EARLY CHILD DEVELOPMENT AND CARE | 2021年 / 191卷 / 02期
关键词：
Executive function; theory of mind; social problem-solving; peer relationship; academic achievement;
D O I：
10.1080/03004430.2019.1608978
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：159 / 172
页数：14
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