David H. Arnold|Janis B. Kupersmidt|Mary Ellen Voegler?Lee|Nastassja A. Marshall
The association between preschool children's social functioning and their emergent academic skills
University of Massachusetts Amherst|Innovation Research and Training|Innovation Research and Training|University of Massachusetts Amherst
study examined relationship social functioning emergent academic development sample 467 preschool children 559 months old sd 38 teachers reported childrens aggression attention problems prosocial skills preliteracy language early mathematics skills assessed standardized tests better social functioning associated stronger academic development attention problems related poorer academic development controlling aggression social skills pointing importance attention relations childrens social skills related academic development controlling attention aggression problems consistent models suggesting childrens social strengths difficulties independently related academic development support found hypothesis relationships would stronger boys girls relationships stronger african american caucasian children childrens selfreported feelings school moderated several relationships consistent idea positive feelings school may protective factor cooccurring academic social problems