Childrens initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement?

By G. Ladd, Eric S. Buhs, M. Seid. 2000

309 citations recorded by the source corpus.

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Citations in the corpus

Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions (2021, background): “Participatory engagement could be assessed via student or teacher surveys of cooperative-resistant participation (e.g., Ladd et al., 2000), observational measures of classroom or school behaviors, or objective school records (e.g., attendance and disciplinary records, extracurricular participation).”
Peer rejection as an antecedent of young children's school adjustment: an examination of mediating processes. (2001, background): “Children who are not participating adaptively in the classroom are likely to be disengaged from peer activities and also likely to spend more time off task (Ladd et al., 2000; Wentzel, 1991b).”
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008, background): “These include the capacity to participate cooperatively in classroom activities and to control attention and sustain task involvement (Ladd et al., 2000; McClelland, Acock, & Morrison, 2006).”
Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment (2004, background): “Such repeated negative experiences in the school setting may eventually result in lowered motivation, decreased participation and a lack of affective bonding to school (Ladd et al., 2000; Murray & Greenberg, 2001).”
Peer Victimization Trajectories From Kindergarten Through High School: Differential Pathways for Children’s School Engagement and Achievement? (2017, background): “Independent participation has been hypothesized to be a contributor to classroom learning and achievement (see Finn, 1989, 1993; Fredricks et al., 2004; Ladd et al., 2000), and evidence corroborates this premise (see Buhs & Ladd, 2001; Buhs et al.”
The Incremental Validity of Positive Emotions in Predicting School Functioning (2009, background): “Furthermore, Ladd, Buhs, and Seid (2000) found that school liking predicted classroom participation and subsequent higher achievement.”
Schooling and Children's Subjective Well-Being 26 (2014, background): “Research has suggested that school engagement mediates the relationship between school liking and students’ academic performance, as early as kindergarten (Ladd et al. 2000).”