Relationships Among Informant Based Measures of Social Skills and Student Achievement: A Longitudinal Examination of Differential Effects by Sex

Konold, Timothy R.; Jamison, Kristen Roorbach; Stanton‐Chapman, Tina L.; Rimm‐Kaufman, Sara E.

doi:10.1080/10888690903510307

Cited by 43 publications

(70 citation statements)

References 73 publications

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“…The findings of this study confirm that parents/caregivers and teachers are indispensable informants on children's behavior (Konold et al, 2010) and they assess behavior differently (Bolsoni-Silva et al, 2006;Satake et al, 2003).…”

Section: Discussionsupporting

confidence: 68%

“…Considering the simultaneous assessments of fathers/mothers/caregivers and teachers, we cannot affirm that preschool children are more socially skilled than school-age children, which is not in agreement with the literature (Berry & O'Connor, 2010;Bolsoni-Silva et al, 2010;Konold et al, 2010) because the overall scores of social skills and the similar number of items distinguished preschool and school-age children in different areas of social skills, such as civility, communication, affection and coping (Bolsoni-Silva et al, 2005;Bolsoni-Silva et al, 2011). We did not confirm the findings that show that preschool children have more behavior problems Karp et al, 2004) in accordance with the reports of fathers/mothers/caregivers and teachers.…”

Section: Discussioncontrasting

confidence: 49%

“…Previous studies have found that school-age children are more socially skilled than preschool children (Berry & O'Connor, 2010;Bolsoni-Silva, Marturano, & Freiria, 2010;Konold, Jamison, Stanton-Chapman, & Rimm-Kaufman, 2010), who tend to present more behavior problems Karp, Serbin, Stack, & Schwartzman, 2004). However, when studying children in the 1 st to 4 th grade using a self-assessment test, Bandeira, Rocha, Freitas, Del Prette and Del Prette (2006a) reported that the older the child, the lower was their overall social skill score.…”

mentioning

confidence: 87%

“…the context used as reference during the assessment. Thus, some studies have found that mothers and teachers have different relationships with children, which certainly influences how they assess their behavior (Konold et al, 2010;Satake, Yoshida, Yamashita, Kinukawa, & Takagishi, 2003). Although the relevance of these two evaluators is not ruled out (Bolsoni-Silva, Marturano, Pereira, & Manfrinato, 2006), a multimodal assessment is needed to better understand the children's behaviors (Barreto et al, 2011;Konold et al, 2010).…”

mentioning

confidence: 99%

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Simultaneous assessement of social skills and behavior problems: Education and gender

Bolsoni-Silva

Loureiro

2016

Estud. psicol. (Campinas)

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The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.Keywords: Behavior problems; Children preschool; Social skills; Students. Resumo Objetivou-se comparar as habilidades sociais de crianças pré-escolares e escolares considerando grupos diferenciados

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Section: Discussionsupporting

confidence: 68%

Section: Discussioncontrasting

confidence: 49%

mentioning

confidence: 87%

mentioning

confidence: 99%

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Simultaneous assessement of social skills and behavior problems: Education and gender

Bolsoni-Silva

Loureiro

2016

Estud. psicol. (Campinas)

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“…In this respect, children must develop strong academic and social skills to be successful at school. A substantial body of literature has documented a predictive relationship between teacher-rated social skills and long-term academic achievement (Caemmerer & Keith, 2015;Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000;Konold, Jamison, Stanton-Chapman, & Rimm-Kaufman, 2010;Malecki & Elliott, 2002;Wentzel, 1991Wentzel, , 1993.…”

Section: Introductionmentioning

confidence: 99%

Gender differences in academic achievement: A matter of contextual classroom influence?

Gustavsen¹

2018

IJRSE

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The main aim of this study was to investigate the extent to which prior social skills and academic achievement as well as the teachers' gender and the gender ratio of classes explained boys' and girls' teacher-assessed academic achievement in Norwegian, mathematics and English. Data were collected from 153 classes at 27 Norwegian schools in the autumn of 2012 and 2014, including 2,266 first to tenth grade students, and were controlled for age, cultural background, prior social skills and prior academic achievement at the individual level and for class size. Overall, the results showed that previous academic achievement at the classroom level explained variance in boys' and girls' individual academic achievements in English and mathematics. In Norwegian, only the previous academic achievement at a class level was explanatory for girls subsequent individual achievement. The effects of previous academic achievement seemed to be larger for girls than for boys. Gender of teacher seemed to explain some of the variance for girls' academic achievement in Norwegian and English, but not for boys. In addition, at the classroom level, social skills and the gender ratio did not significantly influence boys' and girls' academic achievement.

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Informant Effects on Behavioral and Academic Associations: A Latent Variable Longitudinal Examination

Konold

Shukla

2014

Psychology in the Schools

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Discrepancies among informants' ratings of a given child's behavior complicate the study of linkages between child behavior and academic achievement. In the current study, we examined the potential moderating effect of informant type on associations between behavior and two types of achievement in a longitudinal growth model that captured children's development from 54 months of age through fifth grade. Latent internalizing and externalizing behavioral constructs, as separately measured by mothers and teachers, were modeled as time-varying predictors of achievements to capture changes that occur as children progress through different developmental stages. Behavioral ratings obtained by both informants explained largely equivalent levels of reading achievement variance, and teachers' ratings of child behavior explained more variance in analytic type achievements than did those of mothers. C 2014 Wiley Periodicals, Inc.

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Relationships Among Informant Based Measures of Social Skills and Student Achievement: A Longitudinal Examination of Differential Effects by Sex

Cited by 43 publications

References 73 publications

Simultaneous assessement of social skills and behavior problems: Education and gender

Simultaneous assessement of social skills and behavior problems: Education and gender

Gender differences in academic achievement: A matter of contextual classroom influence?

Informant Effects on Behavioral and Academic Associations: A Latent Variable Longitudinal Examination

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