title: Preschool Interpersonal Relationships Predict Kindergarten Achievement: Mediated by Gains in Emotion Knowledge.
abstract: Using longitudinal data, this study tested a model in which preschool interpersonal relationships promoted kindergarten achievement in a pathway mediated by growth in emotion knowledge. The sample included 164 children attending Head Start (14% Hispanic-American, 30% African-American, 56% Caucasian; 56% girls). Preschool interpersonal relationships were indexed by student-teacher relationship closeness and positive peer interactions. Two measures of emotion knowledge (identifying emotions in photographs, recognizing emotions in stories) were assessed at the start and end of the preschool year. Structural equation models revealed that positive interpersonal relationships (with teachers and peers) predicted gains in emotion knowledge (identification, recognition) during the preschool year. Positive interpersonal relationships in preschool also predicted kindergarten achievement (controlling for initial preschool achievement); however, this association was mediated by gains in emotion knowledge during the preschool year. Implications are discussed for school readiness programs serving economically-disadvantaged children.
authors.affiliation: The Pennsylvania State University, Department of Psychology, 141 Moore Bldg University Park, PA, USA 16802-3106.
authors.forename: Marcela M
authors.initials: MM
authors.lastname: Torres
authors.affiliation: The Pennsylvania State University, Prevention Research Center for the Promotion of Human Development, 310E Biobehavioral Health Building, University Park, PA, USA 16802.
authors.forename: Celene E
authors.initials: CE
authors.lastname: Domitrovich
authors.affiliation: The Pennsylvania State University, Department of Psychology, 141 Moore Bldg University Park, PA, USA 16802-3106.
authors.forename: Karen L
authors.initials: KL
authors.lastname: Bierman
keywords: Head Start; academic achievement; emotion knowledge; peer relations; school readiness; student-teacher closeness