Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?

Abstract

Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment.

Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement

“…This finding is inconsistent with previous research that has found associations between achievement and both liking and school engagement (Estell, Farmer, Cairns, & Cairns, 2002;Furrer & Skinner, 2003;Ladd, 1990;Ladd et al, 1999). The failure to find such an association may be due to the restricted range of ability in this sample.…”

“…Furthermore, low peer acceptance and a lack of a sense of belonging to school forecasts school avoidance and disaffected patterns of engagement (Furrer & Skinner, 2003;Guay et al, 1999). For example, Ladd et al (1999) found that peer acceptance in kindergarten predicted subsequent levels of classroom participation and achievement. Classroom engagement, in turn, is a good predictor of children's long-term academic achievement (Skinner, Zimmer-Gembeck, & Connell, 1998).…”

“…Because peers' perceptions of classmates' ability is associated with their liking for classmates (Ladd, Birch, & Buhs, 1999), lower ability students may experience lower levels of peer acceptance in classrooms where everyone is aware of each other's academic performance. In an early study, Schuncke (1978) found that in 5th and 6th grade classrooms that employed ability grouping, a practice that makes relative ability highly salient (Filby & Barnett, 1982), low ability students were less accepted by their classmates than were those in classrooms that did not use ability grouping.…”

“…Items are rated from 1 to 5. Although the BFI is conceptualized as a measure of personality traits, the selected items from the Conscientious scale are similar to items used by other researchers to assess classroom engagement (Ladd et al, 1999;Ridley, McWilliam, & Oates, 2000). Example items are "Is a reliable worker," "Perseveres until the task if finished," "Tends to be lazy" (reverse scored), and "Is easily distracted."…”

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

“…Beyond structural aspects of classroom contexts (e.g., class size: Biddle & Berliner, 2002; % of English language learners: Gottfried, 2014), understanding the social context of classrooms-the primary learning environment of schools-has been a central goal of research focused on promotion of academic achievement and engagement (e.g., Hamre & Pianta, 2001;Ladd, Birch & Buhs, 1999;Roorda, Koomen, Spilt & Oort, 2011). Applications of social capital and attachment theories (Coleman, 1988;Dika & Singh, 2002;Pianta, 1999) suggest that specific classroom relationships provide the resources, security, and/or motivation for students to engage in academic activities.…”