Author:

Keywords:

school transitions, kindergarten, first grade, academic achievement, Social Sciences, Psychology, Developmental, Psychology, School transitions, Kindergarten, First grade, Academic achievement, SELF-CONCEPT, PEER ACCEPTANCE, CLASSROOM PARTICIPATION, SCHOOL ADJUSTMENT, KINDERGARTEN, ENGAGEMENT, REJECTION, VICTIMIZATION, INTELLIGENCE, EXPERIENCES, 1701 Psychology, 1702 Cognitive Sciences, Developmental & Child Psychology, 5201 Applied and developmental psychology, 5205 Social and personality psychology

Abstract:

The transition from kindergarten to first grade has been described as a critical period for children's academic development. Furthermore, research indicates that peer status is connected with academic adjustment, yet the underlying processes remain unclear. By means of a two-year longitudinal study during kindergarten and first grade (N = 153), we aimed to shed light on the antecedents of achievement at the end of first grade. Based on the parallel processes mediation model (Buhs, 2005), a comprehensive predictive model was constructed and tested. Results showed that (a) the parallel processes mediation model is partially valid during the transition from kindergarten to first grade; and (b) there is more support for an effect of academic self-concept on achievement than vice versa. This comprehensive model increases our insight in the factors that enhance children's academic development during the transition to first grade.