The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement

Autor/in	Schiavone, Vincent
Titel	The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement
Quelle	(2018), (165 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-7323-3
Schlagwörter	Hochschulschrift; Dissertation; Social Development; Emotional Development; Interpersonal Competence; Kindergarten; Young Children; Academic Achievement; Child Development; Surveys; Longitudinal Studies; Early Childhood Education; Mathematics Achievement; Reading Achievement; Racial Differences; Gender Differences; Socioeconomic Status; Achievement Gap; Poverty; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Frühe Kindheit; Schulleistung; Kindesentwicklung; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Rassenunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Armut
Abstract	The purpose of this quantitative study was to examine the influence of social-emotional competence (SEC) and various other student- and school-level variables on the academic achievement of kindergarteners. Data were collected on a nationally representative cohort of kindergarteners as part of the United States Department of Education's Early Childhood Longitudinal Study (ECLS-K: 2011) beginning in fall 2010 (n = 18,174). As part of the ECLS-K: 2011, students were assessed via a wide range of sources of information about the children's development, early learning, and school progress. The obtained data were analyzed via Hierarchical Linear Modeling to investigate the influence of student- and teacher-level factors on student achievement. The study found the following: 1) that there was a significant amount of variability in children's mathematics and reading achievement in spring of kindergarten that is explained by school-level variables, as opposed to student-level variables; 2) that children's membership in particular racial groups, gender categories, and socioeconomic statuses all resulted in significant within-school mathematics and reading achievement gaps in spring of kindergarten, controlling for various student background characteristics; 3) that various school-level variables significantly contributed to models predicting children's spring kindergarten mathematics and reading achievement; and 4) children's poverty interacted with their school membership to affect spring kindergarten mathematics and reading achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01