Reference : Links between socio-emotional skills, behaviour, mathematics and literacy performance...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/32182
Links between socio-emotional skills, behaviour, mathematics and literacy performance of preschool children in Serbia
English
Aleksic, Gabrijela mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Merrell, Christine mailto [Durham University]
Ferring, Dieter mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Tymms, Peter mailto [Durham University]
Klemenovic, Jasmina mailto [University of Novi Sad]
May-2018
European Journal of Psychology of Education
Instituto Superior de Psicologia Aplicada
Yes (verified by ORBilu)
International
0256-2928
Lisboa
Portugal
[en] socio-emotional skills ; behaviour ; preschool children
[en] Young children’s socio-emotional skills are important for understanding their own and other’s behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the links between early socio-emotional skills, behaviour, and mathematics and literacy performance of preschool children in Serbia over time. Children (N = 159; 51% of girls) aged 5-8 were rated by the teachers on their socio-emotional skills and behaviour, and their mathematics and literacy assessed at three-time points over 14 months, twice in preschool and once at entry to school. At Time 3, when children entered school, their socio-emotional skills and behaviour were associated with gender, mathematics at Time 1 and their socio-emotional and behaviour ratings at Time 2, controlling for maternal education and literacy at Time 1. Mathematics at Time 3 was associated with mathematics at Time 2, controlling for gender, maternal education, literacy and behaviour at Time 1. No socio-emotional skills or specific behaviour were significant for mathematics. Literacy at Time 3 was associated with mathematics and social skills at Time 1, and literacy at Time 2, controlling for gender and maternal education. At all three times, girls were rated more positively than boys in socio-emotional skills and behaviour, except for adjustment to school setting where there were no differences. This study offers the first insight into the links between socio-emotional skills, behaviour and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings.
Fonds National de la Recherche - FnR
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/32182
10.1007/s10212-018-0387-8

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Limited access
Abstract_final.pdfPublisher postprint11.71 kBRequest a copy

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.