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

doi:10.1111/cdev.13432

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 journal › Article › peer-review

Abstract

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M_age = 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 language	English (US)
Pages (from-to)	e1249-e1266
Journal	Child development
Volume	91
Issue number	6
DOIs	https://doi.org/10.1111/cdev.13432
State	Published - Nov 1 2020

ASJC Scopus subject areas

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

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10.1111/cdev.13432

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title = "Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods",

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.",

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

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AU - Ursache, Alexandra

AU - Kiely Gouley, Kathleen

AU - Dawson-McClure, Spring

AU - Barajas-Gonzalez, R. Gabriela

AU - Calzada, Esther J.

AU - Goldfeld, Keith S.

AU - Brotman, Laurie M.

PY - 2020/11/1

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AB - 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.

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

Abstract

ASJC Scopus subject areas

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