Young Children's Prosocial Behavior Protects against Academic Risk in Neighborhoods with Low Socioeconomic Status

Autor/inn/en	Armstrong-Carter, Emma; Miller, Jonas G.; Hill, Liam J. B.; Domingue, Benjamin W.
Titel	Young Children's Prosocial Behavior Protects against Academic Risk in Neighborhoods with Low Socioeconomic Status
Quelle	In: Child Development, 92 (2021) 4, S.1509-1522 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Armstrong-Carter, Emma) ORCID (Miller, Jonas G.) ORCID (Hill, Liam J. B.) ORCID (Domingue, Benjamin W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13549
Schlagwörter	Young Children; Prosocial Behavior; Academic Achievement; At Risk Students; Low Income Students; Neighborhoods; Foreign Countries; Predictor Variables; United Kingdom (England) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Schulleistung; Neighbourhoods; Nachbarschaft; Ausland; Prädiktor
Abstract	Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children's prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood-level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01