Abstract
The present study examines the interrelationship of affective, cognitive, and social-cognitive skill areas in third- through fifth-grade children. The first part of the study examines the relationship between affective and cognitive development; the second part builds on the first by including a measure of interpersonal problem-solving skills as the dimension of social-cognitive ability. Relationships were found between several affective and cognitive skills, and between several affective and social-cognitive skills. However, no relationship was found between cognitive and social-cognitive (i.e., interpersonal problem-solving) skills. It is concluded that none of the findings are the relationship between the other two skills. Implications of the findings are discussed and hypothetical models of the interrelationship of these three skill domains are proposed. Recommendations for future research are made.
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