Linkages between Children's Social and Academic Competence: A Longitudinal Analysis.

By Mary P. Welsh, R. Parke, K. Widaman, R. O'neil. 2001

482 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8c88c21a206212311ca26096460996f2f61c5e2e

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders (2007, background): “Schools are often relied upon to shoulder the responsibility of delivering social skills programming to children with social skills deficits, because the presence of these deficits significantly interferes with social relationships and has a deleterious impact on academic performance (Welsh et al., ”
Social-emotional competencies make the grade: Predicting academic success in early adolescence☆ (2014, methodology): “Contents lists available at ScienceDirect Journal of Applied Developmental Psychology teachers as an indicator of academic achievement rather than more objective achievement indices obtained via standardized tests (e.g., Elias & Haynes, 2008; Welsh et al., 2001; Wentzel, 1991a).”
The Relations of Temperamental Effortful Control and Anger/Frustration to Chinese Children's Academic Achievement and Social Adjustment: A Longitudinal Study (2010, background): “…that social competence and academic achievement are reciprocally related, such that the children with higher social competence do better academically, and the children with higher academic achievement develop higher social competence over time (Chen et al., 2008, 1997; Welsh et al., 2001).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “The interrelations of academic and social competence from first to third grades have been examined by Welsh, Parke, and Widaman (2001), who found that second grade peer and teacher ratings of prosocial behavior and aggression (weighted negatively) predicted academic competence in third grade.”
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. (2008, background): “Welsh et al. (2001) showed that academic competence prospectively and positively influenced social-emotional competence from first grade to second grade, and from second grade to third grade.”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “…is that students with better academic skills are more ‘at ease’ in school and tend to be more accepted by their peers; they experience less frustration in the school setting, have more friends and overall more opportunities to develop and practise social-emotional skills (Welsh et al., 2001).”
Raising healthy children through enhancing social development in elementary school: Results after 1.5 years (2003, background): “Longitudinal research has shown that academic and social competencies have a reciprocal relationship among elementary students (Welsh et al., 2001).”