Emotional impairment and achievement deficit in disadvantaged children--fact or myth?
This study examined the relationship between demographic and preschool social-emotional variables, on the one hand, and first grade social-emotional and intellectual achievement variables, on the other. Three hundred twenty-three children from New York City public day care centers were followed up 12 and 18 months later in elementary school. Emotional impairment in first grade was found to be a function of social class, race, and preschool emotional impairment. Two major dimensions of social-emotional functioning showed same-factor stability but not cross-factor correlation over time; one of the dimensions (Apathy-Withdrawal) predicted to first grade underachievement.
D000342:Affective Symptoms; D001741:Black or African American; D002648:Child; D002656:Child Day Care Centers; D002675:Child, Preschool; D003467:Cultural Deprivation; D005260:Female; D006801:Humans; D008297:Male; D009519:New York City; D011203:Poverty; D011647:Puerto Rico / Q000208:ethnology; D012923:Social Class; D014477:Underachievement