Kathleen Kiely Gouley
Biographic Data
| ID | 6726431 |
|---|---|
| NAME | Kathleen Kiely Gouley |
| GIVEN NAMES | Kathleen Kiely |
| FAMILY NAME | Gouley |
| SIGNATURE | GOULEY K K |
| AFFILIATIONS | NYU Grossman School of Medicine |
| ORCID | 0000-0001-6828-5549 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
With Awareness Comes Competency
Research Findings Developing students’ social and emotional skills positively affects their academic success. The Prosocial Classroom model (PCM) highlights the importance of teacher’s social-emotional competency (SEC) and well-being. The current research extends the PCM by using the Five Awarenesses of Teaching Framework (The Framework) to understand teacher SEC through a developmental lens. We discuss how the Framework can inform and be informe…
Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 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…
Construct Validation of the Social Competence Scale in Preschool‐age Children
This study evaluated the utility of the social competence scale (SCS)‐parent version, a measure of social competence developed for children of elementary school age, for use with preschool‐age children. Data were derived from two samples of preschoolers: a community sample assessed at enrollment to pre‐kindergarten programs and a high‐risk sample of children at familial risk for conduct problems participating in a preventive intervention trial. U…
Emotion Knowledge Skills in Low‐income Elementary School Children
This short‐term longitudinal study examined relations between emotion knowledge and social functioning in a sample of low‐income kindergarten and 1st graders. Individual differences in spontaneous emotion naming and emotion recognition skills were used to predict children's social functioning at school, including peer‐nominated sociometric status, and child self‐reports of negative experiences with peers in school (peer victimization and rejectio…
Emotion Knowledge Skills in Low‐income Elementary School Children
This short‐term longitudinal study examined relations between emotion knowledge and social functioning in a sample of low‐income kindergarten and 1st graders. Individual differences in spontaneous emotion naming and emotion recognition skills were used to predict children's social functioning at school, including peer‐nominated sociometric status, and child self‐reports of negative experiences with peers in school (peer victimization and rejectio…
Construct Validation of the Social Competence Scale in Preschool‐age Children
This study evaluated the utility of the social competence scale (SCS)‐parent version, a measure of social competence developed for children of elementary school age, for use with preschool‐age children. Data were derived from two samples of preschoolers: a community sample assessed at enrollment to pre‐kindergarten programs and a high‐risk sample of children at familial risk for conduct problems participating in a preventive intervention trial. U…
Emotion Knowledge Skills in Low‐income Elementary School Children
This short‐term longitudinal study examined relations between emotion knowledge and social functioning in a sample of low‐income kindergarten and 1st graders. Individual differences in spontaneous emotion naming and emotion recognition skills were used to predict children's social functioning at school, including peer‐nominated sociometric status, and child self‐reports of negative experiences with peers in school (peer victimization and rejectio…
Construct Validation of the Social Competence Scale in Preschool‐age Children
This study evaluated the utility of the social competence scale (SCS)‐parent version, a measure of social competence developed for children of elementary school age, for use with preschool‐age children. Data were derived from two samples of preschoolers: a community sample assessed at enrollment to pre‐kindergarten programs and a high‐risk sample of children at familial risk for conduct problems participating in a preventive intervention trial. U…
With Awareness Comes Competency
Research Findings Developing students’ social and emotional skills positively affects their academic success. The Prosocial Classroom model (PCM) highlights the importance of teacher’s social-emotional competency (SEC) and well-being. The current research extends the PCM by using the Five Awarenesses of Teaching Framework (The Framework) to understand teacher SEC through a developmental lens. We discuss how the Framework can inform and be informe…
Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 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…
Child and Adolescent Psychosocial and Emotional Development (4 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Psychology (4 works) · Social Psychology (4 works) · Cognition (2 works) · Competence (human resources (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Social change (2 works)