Longitudinal trajectories of children's social skills
Examining variability in teacher ratings as a function of child demographics
Bibliographic Data
| ID | 21376171 |
|---|---|
| Authors | Daniel B Hajovsky (0000-0002-2792-2289, Department of Educational Psychology Texas A&M University College Station Texas USA, corresponding author), Steven R Chesnut (0000-0002-6164-7823, School of Nursing and Health Studies University of Missouri‐Kansas City Kansas City Missouri USA), Morgan K Sekula (0000-0002-1671-9808, Department of Educational Psychology Texas A&M University College Station Texas USA), Sunny Olsen (Department of Educational Psychology Texas A&M University College Station Texas USA) |
| Year | 2024 |
| Volume | 61 |
| Issue | 2 |
| Pages | 601-617 |
| Publication date | 2024-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23070 |
| OpenAlex | W4386356629 |
| Language | EN |
| Citations received | 1 |
| References cited | 66 |
Although the trajectories of children's social skills have been examined across biological sexes, less research has examined these patterns for racially and ethnically diverse children in the United States. The purpose of this study was to estimate the longitudinal growth trajectories of social skills, while examining the influence of biological sex, race, and ethnic identities using an adaptation of the commonly used Social Skills Rating Scale. A large nationally representative sample of elementary school children in the United States were assessed annually from kindergarten through fifth grade ( N = 11,792). Structural equation modeling was used to examine latent growth curve models of teacher‐rated interpersonal skills and self‐control. After finding evidence of longitudinal invariance, results suggested a quadratic growth pattern best represented the trajectories of social skills ratings. Teacher ratings for African American children demonstrated a moderate declining linear trajectory throughout elementary school when compared with White children (reference group) and their Asian and Hispanic peers. Children from families with higher socioeconomic status and girls showed moderate to large differences in social skills ratings in kindergarten and stronger growth across time. Implications of the findings with future directions for research are discussed
Academic achievement · Developmental psychology · Ethnic group · Latent growth modeling · Longitudinal study · Social skills · Socioeconomic status · Structural equation modeling · Child and Adolescent Psychosocial and Emotional Development · Demography · Early Childhood Education and Development · Parental Involvement in Education · Psychology
Latent Growth Curve Modeling
Multiple Regression and Beyond
Parental ethnic-racial socialization practices and children of color’s psychosocial and behavioral adjustment
Lazy, Dumb, or Industrious
On the Joys of Missing Data
Social Skills Rating System
The Effects of African American Movement Styles on Teachers' Perceptions and Reactions
New developments in latent variable panel analyses of longitudinal data
Supporting teachers’ relationships with disruptive children
Social and cultural influences on school adjustment
Self-fulfilling prophecies in the classroom
A Teacher Like Me
Increases in Maternal Education and Young Children's Language Skills
Structural equations modeling
Comparability of the Social Skills Rating System to the Social Skills Improvement System
Comparison of Model Fit Indices Used in Structural Equation Modeling Under Multivariate Normality
Social and Emotional Learning
Children's social behaviors as predictors of academic achievement
Social Cognitive Theory in Cultural Context
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Social cognitive theory of self-regulation
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions
Academic enablers as dynamic moderators
The Evolution Of Social Cognitive Theory
Modeling Intraindividual Changes in Children's Social Skills at Home and at School
Gender differences in children’s social skills growth trajectories
Trajectories of Prosocial Behavior and Physical Aggression in Middle Childhood
The emergence of learning-related social skills in preschool children
The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool
Through race-colored glasses
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
Early Social-Emotional Functioning and Public Health
The self system in reciprocal determinism
Are teachers' expectations different for racial minority than for European American students? A meta-analysis
The Impact of Enhancing Students' Social and Emotional Learning
Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors
Social and behavioral skills and the gender gap in early educational achievement
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |