Social-Emotional Factors and Academic Outcomes Among Elementary-Aged Children

Social–emotional comprehension involves encoding, interpreting, and reasoning about social–emotional information, and self‐regulating. This study examined the mediating pathways through which social–emotional comprehension and social behaviour are related to academic outcomes in two ethnically and s...

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Bibliographic Details
Published in:Infant and child development 2016-03, Vol.25 (2), p.119-136
Main Authors: McKown, Clark, Russo-Ponsaran, Nicole M., Allen, Adelaide, Johnson, Jason K., Warren-Khot, Heather K.
Format: Article
Language:English
Subjects:
Academic achievement
academic outcomes
Child development
Child psychology
Emotions
social behaviour
social-emotional comprehension
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Summary:Social–emotional comprehension involves encoding, interpreting, and reasoning about social–emotional information, and self‐regulating. This study examined the mediating pathways through which social–emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling 340 elementary‐aged children. In both samples, social–emotional comprehension, teacher report of social behaviour, and academic outcomes were measured in a single school year. In both samples, structural equation models showed that the relationship between social–emotional comprehension and reading was mediated by socially skilled behaviour. In one sample, but not the other, the relationship between social–emotional comprehension and math was mediated by socially skilled behaviour. This paper advances our understanding of the mechanisms through which social–emotional factors are associated with academic outcomes. Copyright © 2015 John Wiley & Sons, Ltd.
ISSN:1522-7227
1522-7219
DOI:10.1002/icd.1926