Abstract
This study was an investigation of the relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. The primary research question addressed the relationship between social behaviors and academic achievement. All data were collected and examined at two time-points within a school year, which allowed for a replication of the relationships among the variables and an investigation of the predictive relationships over time. The participants in this study were 139 third- and fourth-grade students, and their teachers, from two schools in a large urban community in western Massachusetts. The results of this study indicated that (a) social skills are positively predictive of concurrent levels of academic achievement and (b) problem behaviors are negatively predictive of concurrent academic achievement. Only social skills, however, emerged as a significant predictor of future academic functioning. The linkage between problem behaviors and future academic performance may vary as a function of ethnic or cultural membership status.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-23 |
| Number of pages | 23 |
| Journal | School Psychology Quarterly |
| Volume | 17 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 2002 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
Cite this
Children's social behaviors as predictors of academic achievement : A longitudinal analysis. / Malecki, Christine Kerres; Elliott, Stephen.
In: School Psychology Quarterly, Vol. 17, No. 1, 03.2002, p. 1-23.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Children's social behaviors as predictors of academic achievement
T2 - A longitudinal analysis
AU - Malecki, Christine Kerres
AU - Elliott, Stephen
PY - 2002/3
Y1 - 2002/3
N2 - This study was an investigation of the relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. The primary research question addressed the relationship between social behaviors and academic achievement. All data were collected and examined at two time-points within a school year, which allowed for a replication of the relationships among the variables and an investigation of the predictive relationships over time. The participants in this study were 139 third- and fourth-grade students, and their teachers, from two schools in a large urban community in western Massachusetts. The results of this study indicated that (a) social skills are positively predictive of concurrent levels of academic achievement and (b) problem behaviors are negatively predictive of concurrent academic achievement. Only social skills, however, emerged as a significant predictor of future academic functioning. The linkage between problem behaviors and future academic performance may vary as a function of ethnic or cultural membership status.
AB - This study was an investigation of the relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. The primary research question addressed the relationship between social behaviors and academic achievement. All data were collected and examined at two time-points within a school year, which allowed for a replication of the relationships among the variables and an investigation of the predictive relationships over time. The participants in this study were 139 third- and fourth-grade students, and their teachers, from two schools in a large urban community in western Massachusetts. The results of this study indicated that (a) social skills are positively predictive of concurrent levels of academic achievement and (b) problem behaviors are negatively predictive of concurrent academic achievement. Only social skills, however, emerged as a significant predictor of future academic functioning. The linkage between problem behaviors and future academic performance may vary as a function of ethnic or cultural membership status.
UR - http://www.scopus.com/inward/record.url?scp=0036104581&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036104581&partnerID=8YFLogxK
U2 - 10.1521/scpq.17.1.1.19902
DO - 10.1521/scpq.17.1.1.19902
M3 - Article
VL - 17
SP - 1
EP - 23
JO - School Psychology Quarterly
JF - School Psychology Quarterly
SN - 1045-3830
IS - 1
ER -