Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.

By M. Elias, N. Haynes. 2008

371 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/40ed346b781ccd3f74e37ee3d3c765401636aa22

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Citations in the corpus

How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments (2014, background): “Others have shown that relationship skills are related to early academic success (e.g., Welsh, Nix, Blair, Bierman, & Nelson, 2010), albeit often with slightly older children than studied here (e.g., Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000; Elias & Haynes, 2008).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, neutral): “(Continued) Author Year Students (N) p/s rpe rne rpa rna rpn rea Drugli 2013 825 p – – .06 −.20 – – Elias & Haynes 2008 282 p – – −.05 – – – Engels et al. 2016 1,116 s .28 −.24 – – −.25 – Erkman et al. 2010 223 p .35 – .23 – – .12 Faircloth & Hamm 2005 5,530 s .32 – .33 – – – Fauth et al. 2014…”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “In a sophisticated structural model examining an amalgam of social skills, Elias and Haynes (2008) showed that initial social competence and improvements in social competence (Social Skills Rating System cooperation, self-control, and assertion) predicted third graders’ end- of-year marks in…”
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, background): “Both theory and empirical studies suggest a general association between cognitive=academic and social competence (Elias & Haynes, 2008; Rhoades, Warren, et al., 2011; Trentacosta & Fine, 2010).”
Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. (2017, background): “This is especially true for children who are vulnerable due to higher levels of behavioral dysregulation or exposure to the numerous risk factors associated with poverty (Elias & Haynes, 2008; Valiente et al., 2011).”
Social-emotional competencies make the grade: Predicting academic success in early adolescence☆ (2014, methodology): “…related to several indicators of success, including lower connectedness to school, less engagement, lower academic achievement, and a higher risk for school drop out (Appleton, Christenson, & Furlong, 2008; Elias & Haynes, 2008; Libbey, 2004; Wentzel, 1991b; Whitted, 2011; Zsolnai, 2002).”
Socio-emotional well-being and academic achievement: evidence from a multilevel approach (2011, background): “…current research is showing a close association between them (Izard, 2009), and recent studies are beginning to demonstrate the impact of social and emotional development on academic achievement and school success (Elias & Haynes, 2008; Extremera & Fernández-Berrocal, 2003; Stipek & Miles, 2008).”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Most of these studies were based on only two or three measurement points during the same school year (e.g., Martín et al., 2008) or 2 years (e.g., Elias & Haynes, 2008).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “…and emotionally competent children tend to be better integrated in the school and classroom context, and can focus on the academic tasks provided to them, compared with children who struggle socially and emotionally (Elias & Haynes, 2008; Payton et al., 2000; Zins et al., 2007; Zins & Elias, 2006).”