The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-10e

Bibliographic reference :
Agostin, T. M., & Bain, S. K. (1997). Predicting Early School Success with Developmental and Social Skill Screeners. Psychology in the Schools, 34(3), 219-228.

Abstract :

Study Objectives
The main purpose of this American study was to identify the developmental, social skill and behavioural problem sub-domains that best predicted academic achievement, more specifically grade promotion or repetition. This research was specifically aimed at determining the positive social skill and behavioural problem subscales using the Social Skills Rating System (SSRS) as well as the variables representing the developmental domains of the Early Prevention of School Failure screening package (EPSF), both being the best predictors of academic achievement.

Methodology
The sample consisted of 184 children (87 boys and 97 girls) enrolled in kindergarten in three primary schools in a south-eastern community in the US. The ages of the children ranged from 60 to 93 months. The social skills and behavioural problems were assessed using the SSRS. This standardized rating scale was designed to assess and classify children’s social and behavioural problems. The EPSF was a screening and intervention program geared to identify children at risk for school failure due to developmental and/or learning delays. An achievement test was also administered to the children at the end of the school year.

Main Results and Conclusion
Positive social skills were important in predicting academic success and grade promotion in early grades, more specifically, cooperation and self-control, which should be included in screening packages to identify children at risk for school failure. In developmental areas, receptive language and visual memory were generally the strongest predictors of success.

In short, both developmental and social skills were important in predicting academic achievement and in discriminating between children at risk for grade repetition or for placement in intensive assistance classrooms.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Disorders, Social Skills, Child Development, Predictors, Discrimination, School Failure, Promotion, Grade Repetition, Self-control, Co-Operation, At-risk Students, Screening Test, Learning Difficulties, Skills Rating System, Early Prevention of School Failure, Quantitative Analysis, Preschool, Kindergarten, Primary School, Elementary School

Monitored Countries :
United States