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Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods
Author(s) -
Ursache Alexandra,
Kiely Gouley Kathleen,
DawsonMcClure Spring,
BarajasGonzalez R. Gabriela,
Calzada Esther J.,
Goldfeld Keith S.,
Brotman Laurie M.
Publication year - 2020
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13432
Subject(s) - psychology , developmental psychology , moderation , academic achievement , reading (process) , immigration , test (biology) , psychological intervention , social psychology , paleontology , archaeology , psychiatry , biology , political science , law , history
This study examined longitudinal relations between emotion knowledge (EK) in pre‐kindergarten (pre‐K; M age = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow‐up study of a cluster randomized controlled trial. Controlling for pre‐academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre‐K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre‐K programs for children of color with EK‐promotive interventions and strategies.