Executive functions and classroom quality in kindergarten predict peer acceptance in first grade.

ABSTRACT: The attainment of sufficient peer acceptance profoundly impacts child development and successful school adjustment. This study aims to determine the extent to which child executive functions and classroom quality in kindergarten predict peer acceptance in first-grade schoolers. Data was collected in two different periods, separated by a 1-year interval. At Time 1, classroom quality and executive functions were measured using a sample of 449 children in kindergarten (M = 6.3 years). By the Time 2, the participants were first-grade primary school students and were diagnosed on peer acceptance dimensions: sociometric status, reciprocity, and self-sociometric status (n = 203, M = 7.4 years). Regression models were constructed, controlling for sex, age, nonverbal intelligence, child peer accept

SUBMITTER: Shatskaya A 

PROVIDER: S-EPMC12770537 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature