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The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement

Schiavone, Vincent J, Schiavone
http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191

Abstract Details

2018, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
The purpose of this quantitative study was to examine the influence of social-emotional competence (SEC) and various other student- and school-level variables on the academic achievement of kindergarteners. Data were collected on a nationally representative cohort of kindergarteners as part of the United States Department of Education’s Early Childhood Longitudinal Study (ECLS-K: 2011) beginning in fall 2010 (n = 18,174). As part of the ECLS-K: 2011, students were assessed via a wide range of sources of information about the children’s development, early learning, and school progress. The obtained data were analyzed via Hierarchical Linear Modeling to investigate the influence of student- and teacher-level factors on student achievement. The study found the following: 1) that there was a significant amount of variability in children’s mathematics and reading achievement in spring of kindergarten that is explained by school-level variables, as opposed to student-level variables; 2) that children’s membership in particular racial groups, gender categories, and socioeconomic statuses all resulted in significant within-school mathematics and reading achievement gaps in spring of kindergarten, controlling for various student background characteristics; 3) that various school-level variables significantly contributed to models predicting children’s spring kindergarten mathematics and reading achievement; and 4) children’s poverty interacted with their school membership to affect spring kindergarten mathematics and reading achievement.
Jason Schenker, PhD (Committee Chair)
198 p.
Early Childhood Education; Education; Education Policy; Educational Psychology; Educational Tests and Measurements; Mathematics Education; Preschool Education; Quantitative Psychology; Reading Instruction; School Administration
Hierarchical Linear Modeling; HLM; Multilevel Modeling; MLM; ECLS; ECLS-K; Early Childhood Longitudinal Study; Kindergarten; Reading; Mathematics; Social-Emotional Competence; Social-Emotional Learning; SEC; SEL; Early Childhood; Education; Psychology

Recommended Citations

Citations

  • Schiavone, Schiavone, V. J. (2018). The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191

    APA Style (7th edition)

  • Schiavone, Schiavone, Vincent. The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement. 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191.

    MLA Style (8th edition)

  • Schiavone, Schiavone, Vincent. "The Impacts of Social-Emotional Competence and Other Student, Parent, and School Influences on Kindergarten Achievement." Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1541520363873191

    Chicago Manual of Style (17th edition)

kent1541520363873191
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© 2018, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.