Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods.

Publisher: Blackwell Publishers Country of Publication: United States NLM ID: 0372725 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1467-8624 (Electronic) Linking ISSN: 00093920 NLM ISO Abbreviation: Child Dev Subsets: MEDLINE

Publication: Malden, MA : Blackwell Publishers
Original Publication: [Chicago, etc.] : Published by the University of Chicago Press for the Society for Research in Child Development [etc.]

Academic Success* ; Knowledge* ; Minority Groups*/education ; Minority Groups*/psychology ; Poverty Areas*; Child Development/*physiology ; Emotions/*physiology; Black or African American/education ; Black or African American/statistics & numerical data ; Age Factors ; Child ; Child, Preschool ; Cultural Deprivation ; Educational Status ; Emigrants and Immigrants/education ; Emigrants and Immigrants/statistics & numerical data ; Female ; Follow-Up Studies ; History, 20th Century ; History, 21st Century ; Humans ; Longitudinal Studies ; Male ; Mathematics/education ; Mathematics/history ; Reading ; Residence Characteristics/history ; Schools/economics ; Schools/history ; Social Skills ; Vulnerable Populations/ethnology ; Vulnerable Populations/psychology

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M age  = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social-emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.
(© 2020 Society for Research in Child Development.)

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R01 MH077331 United States MH NIMH NIH HHS; K01HL138114 United States HL NHLBI NIH HHS; K01 HL138114 United States HL NHLBI NIH HHS; R305F050245 Institute of Education Sciences; R01 MH077331-04 United States MH NIMH NIH HHS

Date Created: 20200901 Date Completed: 20210712 Latest Revision: 20221207

20250114

PMC7905957

10.1111/cdev.13432

32865229