Preschool social-emotional competencies predict school adjustment in Grade 1
Preschool social-emotional competencies predict school adjustment in Grade 1
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学前社交情感能力预测一年级的学校调整
DOI：
10.1080/03004430.2019.1608978
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发表时间：
2019
影响因子：
1.4
通讯作者：
Naoko Nakamichi & Jun Nakazawa
中科院分区：
文献类型：
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作者：
Keito Nakamichi;Naoko Nakamichi & Jun Nakazawa
我们调查了学龄前儿童的社交情感能力是否可以预测他们一年级期间的同伴关系和学业成绩。对 48 名学龄前儿童（M= 77.91 个月）进行了冷热执行功能、心理理论、社会问题解决能力和同伴接受度的测量。学业成绩和同伴接受度在一年级结束时进行评估。路径分析显示，学前班期间的冷和热执行功能对小学的学业成绩有直接影响，并分别通过心理理论和社会问题解决能力间接影响同伴接受度。此外，学前班的同伴接受度对一年级时的同伴接受度有积极的直接影响。这些发现表明社交情感能力对同伴关系和学业成绩的重要作用。未来的研究应该包括额外的措施来检验学龄前儿童的冷和热执行功能对以后学校适应的影响。
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.