Children at risk for early academic problems: the role of learning-related social skills

Abstract

Increasing evidence suggests that aspects of children’s learning-related social skills (including interpersonal skills and work-related skills) contribute to early school performance. The present investigation examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work-related skills. Children were selected from a sample of 540 children based on low work-related skills scores on the Cooper-Farran Behavioral Rating Scales, a teacher-rated scale. Results indicated that work-related skills predicted unique variance in academic outcomes at school entry and at the end of second grade, after controlling for kindergarten academic score and important background variables. In addition, children with poor work-related skills ( n = 82) were found to differ from the overall sample on a number of child, family, and sociocultural variables including: significantly lower IQs, more behavior difficulties, and more medical problems, such as hearing and language problems. Finally, children with low work-related skills scored lower on academic outcomes at the beginning of kindergarten and at the end of second grade. Findings highlight the importance of early work-related skills in understanding successful school transition and early academic achievement.