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数学能力成就未来
摘要：数学能力、阅读能力、专注能力，是一个孩子未来成就的非常有效的预测，尤其
是数学能力。而 socioemotional behaviors, social skills, 这些因素在预测未来方
面并不显著。
英文摘要：
School Readiness and Later Achievement
Using 6 longitudinal data sets, the authors estimate links between three key
elements of school readiness—school-entry academic, attention, and socioem
otional skills—and later school reading and math achievement. In an effort
to isolate the effects of these school-entry skills, the authors ensured tha
t most of their regression models control for cognitive, attention, and soci
oemotional skills measured prior to school entry, as well as a host of famil
y background measures. Across all 6 studies, the strongest predictors of lat
er achievement are school-entry math, reading, and attention skills. A meta-
analysis of the results shows that early math skills have the greatest predi
ctive power, followed by reading and then attention skills. By contrast, mea
sures of socioemotional behaviors, including internalizing and externalizing
problems and social skills, were generally insignificant predictors of late
r academic performance, even among children with relatively high levels of p
roblem behavior. Patterns of association were similar for boys and girls and
for children from high and low socioeconomic backgrounds.
Keywords: school readiness, socioemotional behaviors, attention, early acade
mic skills
Supplemental materials: http://dx.doi.org/10.1037/0012-1649.43.6.1428.supp
摘要：数学能力、阅读能力、专注能力，是一个孩子未来成就的非常有效的预测，尤其
是数学能力。而 socioemotional behaviors, social skills, 这些因素在预测未来方
面并不显著。
英文摘要：
School Readiness and Later Achievement
Using 6 longitudinal data sets, the authors estimate links between three key
elements of school readiness—school-entry academic, attention, and socioem
otional skills—and later school reading and math achievement. In an effort
to isolate the effects of these school-entry skills, the authors ensured tha
t most of their regression models control for cognitive, attention, and soci
oemotional skills measured prior to school entry, as well as a host of famil
y background measures. Across all 6 studies, the strongest predictors of lat
er achievement are school-entry math, reading, and attention skills. A meta-
analysis of the results shows that early math skills have the greatest predi
ctive power, followed by reading and then attention skills. By contrast, mea
sures of socioemotional behaviors, including internalizing and externalizing
problems and social skills, were generally insignificant predictors of late
r academic performance, even among children with relatively high levels of p
roblem behavior. Patterns of association were similar for boys and girls and
for children from high and low socioeconomic backgrounds.
Keywords: school readiness, socioemotional behaviors, attention, early acade
mic skills
Supplemental materials: http://dx.doi.org/10.1037/0012-1649.43.6.1428.supp
