Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success.
The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head St...
| Publicado en: | Developmental Psychology Vol. 40; no. 4; pp. 633 - 646 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Psychological Association
Jul2004
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507917927&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507917927 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: Jul2004 vid: 40 iid: 4 pid: 34 pub: American Psychological Association artinfo: ui: 507917927 10.1037/0012-1649.40.4.633 ppf: 633 ppct: 13 formats: tig: atl: Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success. aug: au: McWayne, Christine M. Fantuzzo, John W. McDermott, Paul A. su: Social skills Preschool children Prediction of scholastic success sug: subj: Social skills Preschool children Prediction of scholastic success ab: The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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