Cumulative Relational Risk and Preschool Academic Success, Links with Socioemotional Competence
Year: 2019
Type: dissertation
Study design: Observational Study
Abstract: The current study explored whether socioemotional competence contributed to children’s academic success in the face of dysfunctional family environments. At Time 1 (T1), questionnaire-based measures on family risk exposure were collected for 279 newborn children. Observational measures of socioemotional competence (self-recognition, empathy, cooperation and joint attention) were assessed at Time 2 (T2) when children were 1.59 years old (SD=0.15). At Time 4 (T4), early academic success was measured in children aged 4.78 years old (SD=0.28) via performance on the Woodcock Johnson Test, and measures of executive function and theory of mind. After controlling for age, gender and maternal responsivity, results revealed that children’s socioemotional competency conferred a protective effect for performance on the applied problems subtest of the Woodcock Johnson test, executive function tasks, and theory of mind tasks. Findings support the need to consider socioemotional competence as a protective factor for children exposed to negative family dynamics.
Source: TSpace (University of Toronto)
Author: Indika Somir
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3154673386