Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods

Alexandra Ursache, Kathleen Kiely Gouley, Spring Dawson-McClure, R. Gabriela Barajas-Gonzalez, Esther J. Calzada, Keith S. Goldfeld, Laurie M. Brotman

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.

Original languageEnglish (US)
Pages (from-to)e1249-e1266
JournalChild development
Volume91
Issue number6
DOIs
StatePublished - Nov 1 2020

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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