Children's social behaviors as predictors of academic achievement: A longitudinal analysis.

By Christine K. Malecki, S. Elliot. 2002

712 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c8c6cc8359bfb51adce1545e48fe9f5b8dcace99

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

The role of emotion regulation in children's early academic success. (2007, background): “have co-occurring academic difficulties (Al Otaiba & Fuchs, 2002; Malecki and Elliot, 2002; Wentzel, 1993).”
Disseminating Incredible Years Series early‐intervention programs: Integrating and sustaining services between school and home (2010, background): “These children enter school with poor school readiness skills, cognitive deÞcits, and language and developmental delays, which further increase the likelihood of behavior problems in the classroom (Malecki & Elliott, 2002).”
Examination of the relationship between specific classes of social skill behaviors and academic competence on the social skills improvement system rating-scales (2012, background): “Similar to Malecki and Elliott (2002) the current study aims to see how these three variables (social skills, externalizing behaviors, and academic competence) are interrelated through the use of structural equation modeling.”
Social-emotional competencies make the grade: Predicting academic success in early adolescence☆ (2014, background): “Although a number of previous studies have found a link between indicators of students' SEC in the classroom and academic success (e.g., Jones et al., 2011; Malecki & Elliot, 2002; Welsh et al., 2001; Wentzel, 1991a, 1991b), several gaps remain in the literature.”
The Scientific Base Linking Social and Emotional Learning to School Success (2007, positive): “Researchers have found that prosocial behavior in the classroom is linked with positive intellectual outcomes (eg, DiPerna & Elliott, 1999 ; Feshbach & Feshbach, 1987 ; Haynes, Ben-Avie, & Ensign, 2003; Pasi, 2001 ) and is predictive of performance on standardized achievement tests (eg, Cobb, 19”
The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets (2020, background): “There is significant evidence showing that social skills are positively associated with cognitive skills and school achievement (Malecki and Elliot 2002; Cunha and Heckman 2007).”
Social Outcomes of Students Who are Deaf and Hard of Hearing in General Education Classrooms (2011, background): “…indicates that having good social skills is critical for succeeding in society (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000; Malecki & Elliott, 2002), including success in the labor market (Secretary’s Commission on Achieving Necessary Skills, 1991; Valdes, Williamson, &…”
Toward an integrated approach to positive development: Implications for intervention (2016, background): “…that include learning of information, identification of personal feelings, cognitions, or behavioral tendencies, relating personal goals to behavior, and practice of skills for use outside the training (Guerra & Bradshaw, 2008; Malecki & Elliott, 2002; Stepp, Pardini, Loeber, & Morris, 2011).”
Attachment in the Classroom (2009, background): “…attention and thought problems, and greater risk of dropping out (Bub et al. 2007; Buhs and Ladd 2001; Dishion et al. 1991; French and Conrad 2001; Horn and Packard 1985; Hymel et al. 2002; Ladd and Burgess 2001; Malecki and Elliot 2002; Trzesniewski et al. 2006; Wentzel 1993; Zettergren 2003).”
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, methodology): “This teacher rating scale was developed specifically for the ECLS-K study and was adapted from Gresham and Elliott’s (1990) Social Skills Rating Scale, which has evidence of convergent and predictive validity (e.g., Gresham, Elliott, Vance, & Cook, 2011; Malecki & Elliot, 2002).”
Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001. (2010, background): “Such information is important because the development of social competencies during middle childhood has been linked to adjustment to schooling and academic success, while the failure to develop such competencies can lead to problem behavior that interferes with success in school (Bennett et al. 200”
Evidence-Based Social Skills Interventions for Students at Risk for EBD (2015, background): “Researchers have documented meaningful and predictive relationships between students’ social behaviors and their long-term academic achievement (DiPerma & Elliott, 2002; Malecki & Elliott, 2002; Wentzel, 2009).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, positive): “…frequently been linked to key classroom outcomes such as academic achievement (e.g., Caprara, Bar-baranelli, Pastorelli, Bandura, & Zimbardo, 2000; Malecki & Elliot, 2002; Wentzel, 1993), engagement (Coolahan, Fantuzzo, Mendez, & McDermott, 2000), and the quality of students’ relationships with…”
Explaining Girls’ Advantage in Kindergarten Literacy Learning: Do Classroom Behaviors Make a Difference? (2005, background): “In a recent study of low-income third and fourth graders, teachers’ ratings of children’s interpersonal skills at the beginning of the school year were significantly related to children’s standardized test scores later in the year (Malecki & Elliott, 2002).”