Marcela M. Torres|Celene E. Domitrovich|Karen L. Bierman
Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge
Pennsylvania State University|Pennsylvania State University|Pennsylvania State University
using longitudinal data study tested model preschool interpersonal relationships promoted kindergarten achievement pathway mediated growth emotion knowledge sample included 164 children attending head start 14 hispanicamerican 30 africanamerican 56 caucasian 56 girls preschool interpersonal relationships indexed studentteacher relationship closeness positive peer interactions two measures emotion knowledge identifying emotions photographs recognizing emotions stories assessed start end preschool year structural equation models revealed positive interpersonal relationships teachers peers predicted gains emotion knowledge identification recognition preschool year positive interpersonal relationships preschool also predicted kindergarten achievement controlling initial preschool achievement however association mediated gains emotion knowledge preschool year implications discussed school readiness programs serving economicallydisadvantaged children