The transition from preschool to first grade: A transactional model of development

Priscilla Goble, Natalie D. Eggum-Wilkens, Crystal I. Bryce, Stacie A. Foster, Laura Hanish, Carol Martin, Richard Fabes

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45–60); 78% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills from preschool to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children.

Original languageEnglish (US)
Pages (from-to)55-67
Number of pages13
JournalJournal of Applied Developmental Psychology
Volume49
DOIs
StatePublished - Mar 1 2017

Fingerprint

Interpersonal Relations
Social Class
Social Skills

Keywords

  • Academic achievement
  • Head Start
  • Positive social interaction skills
  • School engagement
  • School transition
  • Transactional

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

The transition from preschool to first grade : A transactional model of development. / Goble, Priscilla; Eggum-Wilkens, Natalie D.; Bryce, Crystal I.; Foster, Stacie A.; Hanish, Laura; Martin, Carol; Fabes, Richard.

In: Journal of Applied Developmental Psychology, Vol. 49, 01.03.2017, p. 55-67.

Research output: Contribution to journalArticle

Goble, Priscilla ; Eggum-Wilkens, Natalie D. ; Bryce, Crystal I. ; Foster, Stacie A. ; Hanish, Laura ; Martin, Carol ; Fabes, Richard. / The transition from preschool to first grade : A transactional model of development. In: Journal of Applied Developmental Psychology. 2017 ; Vol. 49. pp. 55-67.
@article{1255c8c1158c4642971c59a06c6f2b2a,
title = "The transition from preschool to first grade: A transactional model of development",
abstract = "Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49{\%} girls, M age = 53 months, range 45–60); 78{\%} were Mexican/Mexican-American; 82{\%} of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills from preschool to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children.",
keywords = "Academic achievement, Head Start, Positive social interaction skills, School engagement, School transition, Transactional",
author = "Priscilla Goble and Eggum-Wilkens, {Natalie D.} and Bryce, {Crystal I.} and Foster, {Stacie A.} and Laura Hanish and Carol Martin and Richard Fabes",
year = "2017",
month = "3",
day = "1",
doi = "10.1016/j.appdev.2017.01.007",
language = "English (US)",
volume = "49",
pages = "55--67",
journal = "Journal of Applied Developmental Psychology",
issn = "0193-3973",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - The transition from preschool to first grade

T2 - A transactional model of development

AU - Goble, Priscilla

AU - Eggum-Wilkens, Natalie D.

AU - Bryce, Crystal I.

AU - Foster, Stacie A.

AU - Hanish, Laura

AU - Martin, Carol

AU - Fabes, Richard

PY - 2017/3/1

Y1 - 2017/3/1

N2 - Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45–60); 78% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills from preschool to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children.

AB - Transactional relations between children's positive social interaction skills, school engagement, and academic achievement were examined using a longitudinal panel model across the transition from preschool to first grade. Participants were Head Start children (N = 241; 49% girls, M age = 53 months, range 45–60); 78% were Mexican/Mexican-American; 82% of families were of low socioeconomic status. Head Start children's positive social interaction skills and academic achievement in preschool were positively related to kindergarten school engagement, positive social interaction skills and school engagement influenced one another over time, and academic achievement was positively related to positive social interaction skills from preschool to kindergarten. A small, but significant, transactional effect of preschool academic achievement on first-grade school engagement through kindergarten positive social interaction skills was found. Findings from the current study provide support for previously undocumented longitudinal relations between positive social interaction skills, school engagement, and academic achievement for Head Start children.

KW - Academic achievement

KW - Head Start

KW - Positive social interaction skills

KW - School engagement

KW - School transition

KW - Transactional

UR - http://www.scopus.com/inward/record.url?scp=85013308973&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85013308973&partnerID=8YFLogxK

U2 - 10.1016/j.appdev.2017.01.007

DO - 10.1016/j.appdev.2017.01.007

M3 - Article

AN - SCOPUS:85013308973

VL - 49

SP - 55

EP - 67

JO - Journal of Applied Developmental Psychology

JF - Journal of Applied Developmental Psychology

SN - 0193-3973

ER -