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The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects

Collie, Rebecca J. et al.

LEARNING AND INDIVIDUAL DIFFERENCES. Volume 62 (2018); pp 141-152

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  • Title:
    The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects
  • Author: Collie, Rebecca J.;
    Martin, Andrew J.;
    Roberts, Christine L.;
    Nassar, Natasha
  • Found In: LEARNING AND INDIVIDUAL DIFFERENCES. Volume 62 (2018); pp 141-152
  • Journal Title: LEARNING AND INDIVIDUAL DIFFERENCES
  • Subjects: Child development--Anxious behavior--Prosocial behavior--Academic achievement--Kindergarten
  • Rights: Licensed
  • Abstract: Abstract We examined two social and emotional behaviors (anxious and prosocial behavior) and their links with academic achievement among kindergarten students. We conducted a population-level examination among kindergarten students in New South Wales in 2009 and 2012 ( N  = 206, 210) of the extent to which the two behaviors are associated with kindergarten achievement (unique and moderated effects). With a subsample ( n  = 52, 661), we examined additional links to grade 3 achievement. Findings showed that anxious behavior was not, whereas prosocial behavior was, meaningfully associated with kindergarten achievement. There was no evidence of moderation. With the subsample, prosocial behavior was meaningfully associated with kindergarten achievement, and kindergarten achievement was associated with grade 3 achievement. An indirect association from prosocial behavior to grade 3 achievement via kindergarten achievement was also evident. Together, the findings yield information that is relevant to efforts aiming to promote academic achievement in the early years of schooling. Highlights We investigated kindergarten students' anxious and prosocial behaviors. We examined how the behaviors are associated with achievement. Only prosocial behavior was associated with kindergarten achievement. Prosocial achievement predicted grade 3 achievement via kindergarten achievement. No moderation was evident in relation to kindergarten or grade 3 achievement.
  • Identifier: System Number: ETOCvdc_100056065921.0x000001; Journal ISSN: 1041-6080; doi/10.1016/j.lindif.2018.02.004
  • Publication Date: 2018
  • Physical Description: Electronic
  • Shelfmark(s): 5179.325880
  • UIN: ETOCvdc_100056065921.0x000001

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