Rachel A. Razza|Anne Martin|Jeanne Brooks?Gunn
Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?
Syracuse University|Families USA|Columbia University|Center for Children|Families USA|Columbia University|Center for Children
approaches learning atl key domain school readiness important implications childrens academic trajectories interestingly however impact early atl childrens social competence examined study examines associations childrens atl age 5 academic achievement social competence age 9 within atrisk sample tested whether atl followed compensatory growth model helpful fewest skills respect academics cumulative advantage model helpful skills respect socioemotional outcomes participants n 669 drawn fragile families child wellbeing study predominantly lowincome minority sample models regressing age 9 academic social competence age 5 atl tested moderation atl age 5 levels competence within domain atl associated academic ie reading math achievement social ie externalizing problems social skills competence interestingly atl advantageous respect externalizing problems children higher initial levels competence fewer problem behaviors advantageous academic competence children lower initial levels competence findings highlight importance early atl academic social success support critical intervention target atl may help narrow achievement gap atrisk children reducing gap externalizing problems may require targeted strategies high early problem behavior