Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2011 Jan;27(1):25-47.
doi: 10.1080/10573569.2011.532710.

The Impact of Children's Social Adjustment on Academic Outcomes

Melissa E Derosier  1 , Stacey W Lloyd
Affiliations

The Impact of Children's Social Adjustment on Academic Outcomes

Melissa E Derosier et al. Read Writ Q. 2011 Jan.

Abstract

This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. School records and peer-, teacher-, and self-report measures were collected for 1,255 third grade children in the fall and spring of the school year. Social acceptance by and aggression with peers were included as measures of social adjustment. Academic outcomes included math and reading GPA, classroom behavior, academic self-esteem, and absenteeism. As expected, support for the causal model was found where both forms of social adjustment contributed independently to the prediction of each area of academic adjustment. Gender differences in the patterns of results were present, particularly for the impact of aggression on academic adjustment. Discussion focuses on the implications for social-emotional literacy programs to prevent negative academic outcomes.

PubMed Disclaimer

Figures

Figure 1
Figure 1. Standardized regression coefficients for disruptive and aggressive behavior of females in the spring as a function of aggressive sub-groups in the fall
See this image and copyright information in PMC

References

    1. Achenbach TM, McConaughy SH, Howell CT. Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin. 1987;101(2):213–232. - PubMed
    1. Boivin M, Hymel S. Peer experiences and social self-perceptions: A sequential model. Developmental Psychology. 1997;33(1):135–145. - PubMed
    1. Boivin M, Hymel S, Hodges EVE, Juvonen J, Graham S. Peer harassment in school: The plight of the vulnerable and victimized. NY: Guilford Press; 2001. Toward a process view of peer rejection and harassment; pp. 265–289.
    1. Brand S, Felner R, Shim M, Seitsinger A, Dumas T. Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology. 2003;95(3):570–588.
    1. Brendgen M, Vitaro F, Bukowski WM. Affiliation with delinquent friends: Contributions of parents, self-esteem, delinquent behavior, and rejection by peers. Journal of Early Adolescence. 1998;18(3):244–265.

LinkOut - more resources