Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety

Wood, Jeffrey J.

doi:10.1080/10409280701282868

Cited by 25 publications

(16 citation statements)

References 77 publications

(97 reference statements)

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“…In accordance with theories related to social motivation, and our hypothesis 1a, our results showed that high peer acceptance (see also Flook et al., ; O'Neil et al., ) in grades 1–3 promoted good reading fluency in grade 4. Our finding on peer acceptance is in line with previous research on the predictive association between peer acceptance and students' general academic achievement (Buhs, ; Buhs et al., ; Guay et al., ; Wood, ) but broadens it by showing that this association also holds for students' reading skills.…”

Section: Discussionsupporting

confidence: 92%

“…Peer acceptance enables students to engage in rather than withdraw from classroom learning and activities (Buhs & Ladd, ; Ladd, Kochenderfer, & Coleman, ; Lubbers, Van Der Werf, Snijders, Creemers, & Kuyper, ) and gives them access to group activities and collaborative learning experiences (Buhs & Ladd, ; Ladd et al., ), which promote their academic achievement. A wealth of evidence indicates that students benefit from being accepted by their peer group in regard to their academic competence (e.g., Buhs, Ladd, & Herald, ; Flook, Repetti, & Ullman, ; Guay, Boivin, & Hodges, ; Ollendick, Weist, Borden, & Greene, ; O'Neil, Welsh, Parke, Wang, & Strand, ; Wood, ), but less is known about the associations of peer acceptance with the development of specific skills, such as reading (for exceptions, see Li, ). The recent results by Morgan, Farkas, and Wu () suggest that the topic deserves attention.…”

Section: Environmental Protective Factors and Reading Skillsmentioning

confidence: 99%

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The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

et al. 2013

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This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish‐speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three control variables: nonverbal ability, level of parental education, and gender. Measures in grades 1–3 included environmental protective factors: classmate reports of peer acceptance; teacher reports of positive affect for the student; and mother, father, and teacher reports of partnership between the home and the school. The students were also tested on their reading fluency in grade 4. The results showed, first, that environmental protective factors, namely, high levels of peer acceptance and positive teacher affect, uniquely predicted students' improved reading fluency in grade 4, after controlling for RD risk, nonverbal ability, level of parental education, and gender. Second, when controlling for the effects of single environmental protective factors, a higher overall number of environmental protective factors predicted students' improved reading fluency in grade 4. Third, RD risk predicted lower peer acceptance, less positive teacher affect, and lower parent–teacher partnership in grades 1–3. Finally, the effect of RD risk on subsequent reading fluency was partially mediated through the overall number of protective factors in the student's interpersonal environment.

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Section: Discussionsupporting

confidence: 92%

Section: Environmental Protective Factors and Reading Skillsmentioning

confidence: 99%

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

et al. 2013

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show abstract

“…However, researchers investigating bidirectional effects between achievement and peer acceptance have found stronger support for the effect of acceptance on achievement than for achievement on peer acceptance (Ladd, Buhs, & Seid, 2000). Furthermore, longitudinal studies that statistically control for prior levels of achievement or cognitive ability find that high peer acceptance (or low peer rejection) predicts subsequent academic achievement (Buhs, 2005; Buhs et al, 2006; Wood, 2007). …”

Section: Pathway From Peer Acceptance To Engagement and Achievementmentioning

confidence: 99%

Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes

Chen

Liew

Kwok

2010

Journal of Applied Developmental Psychology

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The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed.

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“…Internalizing behavior problems in childhood, such as depression and anxiety, pose a significant public health problem, even subclinical levels. Studies have shown that internalizing symptoms in early childhood increase the likelihood of symptoms in kindergarten and elementary school, are related to later academic difficulties, and put children at risk for psychopathology in adulthood (Mian, Wainwright, Briggs‐Gowan, & Carter, ; Wood, ).…”

Section: Introductionmentioning

confidence: 99%

Maternal responses to negative emotions and child externalizing behavior: Different relations for 5‐, 6‐, and 7‐year‐olds

Nelson

Boyer

2018

Social Development

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Emotional and behavioral maturity expectations increase as children transition to primary school; thus, maternal responses that support and encourage children's expression of negative emotion may not benefit school-age children as much as preschoolers. The current study explored a change in the utility of these maternal responses among 187 families (62 5-year-olds, 75 6-year-olds, and 50 7-yearolds). Mothers reported on their responses to children's negative emotions and children's externalizing and internalizing behaviors at two time points over 1 year. Multiple group analysis within crosslagged path models revealed a positive association between nonsupportive maternal responses and later child externalizing behaviors among 5-year-olds. However, non-supportive responses were related to decreases in externalizing behaviors among the 7-year-olds. Discrepant findings between the 5-and 7-year-olds may represent a developmental shift in the function of mothers' emotion socialization practices. K E Y W O R D S behavior problems, emotion, middle childhood, mother-child relations, socialization

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Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety

Cited by 25 publications

References 77 publications

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes

Maternal responses to negative emotions and child externalizing behavior: Different relations for 5‐, 6‐, and 7‐year‐olds

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