School of Psychology, University of Ottawa, Ottawa, Ontario, K1N 6N5, Canada.
Dev Psychol. 2010 Sep;46(5):995-1007. doi: 10.1037/a0018880.
In this article we replicate and extend findings from Duncan et al. (2007). The 1st study used Canada-wide data on 1,521 children from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the influence of kindergarten literacy and math skills, mother-reported attention, and mother-reported socioemotional behaviors on 3rd-grade math and reading outcomes. Similar to Duncan et al., (a) math skills were the strongest predictor of later achievement, (b) literacy and attention skills predicted later achievement, and (c) socioemotional behaviors did not significantly predict later school achievement. As part of extending the findings, we incorporated a multiple imputation approach to handle missing predictor variable data. Results paralleled those from the original study in that kindergarten math skills and Peabody Picture Vocabulary Test-Revised scores continued to predict later achievement. However, we also found that kindergarten socioemotional behaviors, specifically hyperactivity/impulsivity, prosocial behavior, and anxiety/depression, were significant predictors of 3rd-grade math and reading. In the 2nd study, we used data from the NLSCY and the Montreal Longitudinal-Experimental Preschool Study (MLEPS), which was included in Duncan et al., to extend previous findings by examining the influence of kindergarten achievement, attention, and socioemotional behaviors on 3rd-grade socioemotional outcomes. Both NLSCY and MLEPS findings indicated that kindergarten math significantly predicted socioemotional behaviors. There were also a number of significant relationships between early and later socioemotional behaviors. Findings support the importance of socioemotional behaviors both as predictors of later school success and as indicators of school success.
在本文中，我们复制并扩展了 Duncan 等人（2007 年）的研究结果。第一项研究使用了全国儿童纵向调查（NLSCY）中来自加拿大的 1521 名儿童的全国性数据，研究了幼儿园读写和数学技能、母亲报告的注意力以及母亲报告的社会情绪行为对 3 年级数学和阅读成绩的影响。与 Duncan 等人（a）相似，数学技能是对后来成就的最强预测因素，（b）读写和注意力技能预测后来的成就，（c）社会情绪行为对后来的学业成就没有显著影响。作为扩展研究结果的一部分，我们采用了多重插补方法来处理缺失预测变量数据。结果与原始研究相似，幼儿园数学技能和 Peabody 图片词汇测验修订版分数继续预测后来的成就。然而，我们还发现幼儿园社会情绪行为，特别是多动/冲动、亲社会行为和焦虑/抑郁，是 3 年级数学和阅读成绩的显著预测因素。在第二项研究中，我们使用了 NLSCY 和蒙特利尔纵向实验幼儿园研究（MLEPS）的数据，该研究也包含在 Duncan 等人的研究中，通过检查幼儿园成绩、注意力和社会情绪行为对 3 年级社会情绪结果的影响，扩展了先前的研究结果。NLSCY 和 MLEPS 的研究结果均表明，幼儿园数学成绩显著预测社会情绪行为。早期和晚期社会情绪行为之间也存在许多显著的关系。这些发现支持社会情绪行为作为后来学业成功的预测因素以及学业成功的指标的重要性。
