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Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School
Author(s) -
Sabol Terri J.,
Pianta Robert C.
Publication year - 2011
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/j.1467-8624.2011.01678.x
Subject(s) - socioemotional selectivity theory , psychology , developmental psychology , academic achievement , social competence , competence (human resources) , association (psychology) , demographics , social change , social psychology , demography , sociology , economics , psychotherapist , economic growth
A person‐oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th‐grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54‐month school readiness patterns predicted outcomes in 5th grade with indications of cross‐domain association between 54‐month performance and later functioning. A group of children at 54 months characterized by low working memory exhibited elevated levels of socioemotional problems and low achievement in 5th grade. Patterns in which high social competence or high working memory were prominent predicted high 5th‐grade achievement. Unexpectedly, a group distinguished by attention problems performed well on later achievement outcomes. After controlling for children’s early demographics, readiness profiles accounted for math achievement in 5th grade.

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