Derosier Melissa E, Lloyd Stacey W
3-C Institute for Social Development, Cary, North Carolina, USA.
Read Writ Q. 2011 Jan;27(1):25-47. doi: 10.1080/10573569.2011.532710.
This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. School records and peer-, teacher-, and self-report measures were collected for 1,255 third grade children in the fall and spring of the school year. Social acceptance by and aggression with peers were included as measures of social adjustment. Academic outcomes included math and reading GPA, classroom behavior, academic self-esteem, and absenteeism. As expected, support for the causal model was found where both forms of social adjustment contributed independently to the prediction of each area of academic adjustment. Gender differences in the patterns of results were present, particularly for the impact of aggression on academic adjustment. Discussion focuses on the implications for social-emotional literacy programs to prevent negative academic outcomes.
本研究检验了社会适应能力在先前学业表现之外，是否能进一步预测学业成果。在该学年的秋季和春季，收集了1255名三年级学生的学校记录以及同伴、教师和自我报告的测量数据。同伴的社会接纳和攻击行为被纳入社会适应能力的测量指标。学业成果包括数学和阅读平均绩点、课堂行为、学业自尊和缺勤情况。正如预期的那样，研究发现因果模型得到了支持，即两种形式的社会适应能力都独立地对学业适应的各个方面的预测有贡献。结果模式中存在性别差异，尤其是攻击行为对学业适应的影响。讨论集中在社会情感素养项目对预防负面学业成果的意义上。
