Cognitive functioning in five-year-old boys as related to social-emotional and background-demographic variables.

Abstract

The purpose of the study was to determine via hierarchical multiple regression analysis the extent to which cognitive functioning at the preschool level is a function of two major classes of variables: (a) backgrounddemographic variables and ( 6) measures of social-emotional functioning. Background variables as a group accounted for 6% to 22% of the variance in seven measures of cognitive functioning; social-emotional variables as a group accounted for 4.8% to 20.6% of the variance in these measures; jointly they accounted for 12.7% to 34.5% of variance. The most potent background variables were social class and race. The most potent social-emotional variables were Interest-Participation and Task Orientation; a third social-emotional variable, Cooperation-Compliance, was not related to cognitive functioning.

Dimensionality of the California Preschool Social Competency Scale

“…To the extent that the Verbal Facility factor is a cognitive factor, this relationship pattern substantiates similar findings by Kohn and Rosman (1973) and by Richards and McCandless (1972). To the extent that it is a verbal expressiveness factor, these correlations also support the findings of Kohn and Rosman (1973). The Response to the Unfamiliar factor correlated highest with Extraversion, which is consistent with Table 3.…”

“…and Extraversion, have a conceptual correspondence with the two dimensions of the circumplex model for child behavior. These two factors, along with the Task Orientation factor, coincided conceptually not only with the three factors of Schaefer's Classroom Behavior Inventory but also with similar constructs that recur throughout the literature on children's social-emotional behavior (Behar & Stringfield, 1974; Kohn & Rosman, 1973;Schaefer, 1975).…”

Relations between Social Competence and Academic Achievement in Early Adolescence

“…Evidence of a positive relationship between social responsibility and academic performance in young children comes from several types of research. Correlational studies have linked positive intellectual outcomes with tendencies to be prosocial, positive interactions with peers, appropriate classroom conduct, and compliance (e.g., Cobb & Hopps, 1973;Feshbach & Feshbach, 1987;Green et ai., 1980;Kohn & Rosman, 1973;Lambert & Nicholl, 1977). Longitudinal studies linking social responsibility in young children to later academic achievement have been less frequent but have yielded the same general findings (Feldhusen et al, 1970;Lambert, 1972;Safer, 1986).…”

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“…Уже в 1973 г. М. Кон и Б. Росман (Kohn, Rosman, 1973) исследовали взаимосвязь социально-эмоциональных и когнитивных функций. Была выявлена связь между признаками апатии и замкнутости и слабым развитием когнитивных функций у дошкольников.…”