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Association between School Climate, Children's Social-Emotional Development, and Academic Achievement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Association between School Climate, Children's Social-Emotional Development, and Academic Achievement./
Author:	White, Biniki Counslor.
Description:	1 online resource (79 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438156296

Association between School Climate, Children's Social-Emotional Development, and Academic Achievement.
White, Biniki Counslor.

Association between School Climate, Children's Social-Emotional Development, and Academic Achievement. - 1 online resource (79 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (M.S.Psy.)--Purdue University Global, 2018.

Includes bibliographical references

Existing literature confirms that social-emotional development and school climate both impact elementary school student achievement. Yet no study has examined the joint impact of social-emotional development and school climate on achievement. Accordingly, the present study examined the association between school climate, social-emotional development, and academic achievement in kindergarten through 3rd grade students. Parents of 364 schoolchildren completed the Devereux Student Strengths Assessment (DESSA; LeBuffe, Shapiro, & Naglieri, 2016). Teachers completed the School Climate Inventory Assessment (Alliance for the Study of School Climate, 2017). Various measures of student math and reading achievement were obtained from school records. Findings revealed that, in the participating school, teachers rated school climate very low on every possible dimension. Thus, improvements in student academic achievement over time likely reflected the impact of their social-emotional development, compensating for low school climate. In particular, of 10 DESSA subscales, 4 did not correlate with student achievement: Optimistic Thinking, Social Awareness, Goal Directed Behavior, and Personal Responsibility. 6 DESSA subscales significantly correlated with achievement, with 2 of these 6 DESSA subscales, Self-Management and Relationship Skills, significantly correlated with 4 achievement measures. DESSA Social-Emotional Composite Score significantly correlated with 3 academic outcomes, underscoring the value of social-emotional development in general. Most of the predictive power of the DESSA subscales involved improvements in math scores. Thus, social-emotional development may have greater impact on math than reading achievement in elementary school. These findings build on prior research by elucidating the compensatory impact of social-emotional development on academic achievement when school climate is low.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438156296Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Association between School Climate, Children's Social-Emotional Development, and Academic Achievement.
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504 $a Includes bibliographical references
520 $a Existing literature confirms that social-emotional development and school climate both impact elementary school student achievement. Yet no study has examined the joint impact of social-emotional development and school climate on achievement. Accordingly, the present study examined the association between school climate, social-emotional development, and academic achievement in kindergarten through 3rd grade students. Parents of 364 schoolchildren completed the Devereux Student Strengths Assessment (DESSA; LeBuffe, Shapiro, & Naglieri, 2016). Teachers completed the School Climate Inventory Assessment (Alliance for the Study of School Climate, 2017). Various measures of student math and reading achievement were obtained from school records. Findings revealed that, in the participating school, teachers rated school climate very low on every possible dimension. Thus, improvements in student academic achievement over time likely reflected the impact of their social-emotional development, compensating for low school climate. In particular, of 10 DESSA subscales, 4 did not correlate with student achievement: Optimistic Thinking, Social Awareness, Goal Directed Behavior, and Personal Responsibility. 6 DESSA subscales significantly correlated with achievement, with 2 of these 6 DESSA subscales, Self-Management and Relationship Skills, significantly correlated with 4 achievement measures. DESSA Social-Emotional Composite Score significantly correlated with 3 academic outcomes, underscoring the value of social-emotional development in general. Most of the predictive power of the DESSA subscales involved improvements in math scores. Thus, social-emotional development may have greater impact on math than reading achievement in elementary school. These findings build on prior research by elucidating the compensatory impact of social-emotional development on academic achievement when school climate is low.
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