The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects

The roles of anxious and prosocial behavior in early academic performance: A population-based... We examined two social and emotional behaviors (anxious and prosocial behavior) and their links with academic achievement among kindergarten students. We conducted a population-level examination among kindergarten students in New South Wales in 2009 and 2012 (N = 206,210) of the extent to which the two behaviors are associated with kindergarten achievement (unique and moderated effects). With a subsample (n = 52,661), we examined additional links to grade 3 achievement. Findings showed that anxious behavior was not, whereas prosocial behavior was, meaningfully associated with kindergarten achievement. There was no evidence of moderation. With the subsample, prosocial behavior was meaningfully associated with kindergarten achievement, and kindergarten achievement was associated with grade 3 achievement. An indirect association from prosocial behavior to grade 3 achievement via kindergarten achievement was also evident. Together, the findings yield information that is relevant to efforts aiming to promote academic achievement in the early years of schooling. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Learning and Individual Differences Elsevier

The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects

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Publisher
Elsevier
Copyright
Copyright © 2018 Elsevier Inc.
ISSN
1041-6080
eISSN
1873-3425
D.O.I.
10.1016/j.lindif.2018.02.004
Publisher site
See Article on Publisher Site

Abstract

We examined two social and emotional behaviors (anxious and prosocial behavior) and their links with academic achievement among kindergarten students. We conducted a population-level examination among kindergarten students in New South Wales in 2009 and 2012 (N = 206,210) of the extent to which the two behaviors are associated with kindergarten achievement (unique and moderated effects). With a subsample (n = 52,661), we examined additional links to grade 3 achievement. Findings showed that anxious behavior was not, whereas prosocial behavior was, meaningfully associated with kindergarten achievement. There was no evidence of moderation. With the subsample, prosocial behavior was meaningfully associated with kindergarten achievement, and kindergarten achievement was associated with grade 3 achievement. An indirect association from prosocial behavior to grade 3 achievement via kindergarten achievement was also evident. Together, the findings yield information that is relevant to efforts aiming to promote academic achievement in the early years of schooling.

Journal

Learning and Individual DifferencesElsevier

Published: Feb 1, 2018

References

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