Reciprocal Relations Between Children's Social and Academic Skills Throughout Elementary School Academic Article

abstract

• The purpose of this study was to estimate the longitudinal and reciprocal predictive relations between childrens social skills, measured by an adaptation of the frequently used Social Skills Rating Scale, and their standardized academic achievement. A large nationally representative sample of elementary school students were assessed at least annually from kindergarten through fifth grade in the Early Childhood Longitudinal Study, Kindergarten Class of 20102011 ( n = 7963). Structural equation modeling was used to test a panel model of teacher-rated interpersonal and self-control skills and childrens scores on standardized reading, math, and science achievement tests. Reciprocal relations between childrens social skills and achievement were supported throughout elementary school, with achievement showing a stronger and consistent pattern of influence on childrens subsequent social skills.

authors

• Hajovsky, Daniel

published proceedings

• JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT

author list (cited authors)

• Caemmerer, J. M., & Hajovsky, D. B.

citation count

• 0

complete list of authors

• Caemmerer, Jacqueline M||Hajovsky, Daniel B

publication date

• September 2022

publisher

• SAGE Publications  Publisher

published in

• Journal of Psychoeducational Assessment  Journal

keywords

• Academic Achievement
• Elementary School Children
• Reciprocal
• Social Skills

Digital Object Identifier (DOI)

• 10.1177/07342829221097186

start page

• 761

end page

• 776

volume

• 40

issue

• 6

URL

• http://dx.doi.org/10.1177/07342829221097186

user-defined tag

• 4 Quality Education