A Multivariate Analysis of Emotional and Behavioral Adjustment and Preschool Educational Outcomes

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An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies (2005, methodology): “The parent version of the PIPPS was validated by the teacher version of the PIPPS with high factorial congruence between the three PIPPS parent and teacher constructs (Fantuzzo et al., 1998). In addition, Fantuzzo and McWayne (2002) demonstrated a strong association between peer play in the home con”
The impact of attitudes and aspirations on educational attainment and participation (2012, background): “Fantuzzo et al. (2003) showed that problems with emotional and behavioural adjustment at the start of the preschool year were associated with later disengagement, poor emergent literacy and classroom learning outcomes.”
Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children (2007, background): “For example, Fantuzzo et al. (2003) found that children demonstrating early withdrawn (socially reticent and low energy) problem behaviors performed the most poorly on academic and social outcomes at the end of the year.”