Date
4-26-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Lisa Foster
Keywords
early childhood deficits, emotional intelligence, academic achievement, social-emotional competence and learning, social-emotional deficits, socioeconomic status
Disciplines
Education
Recommended Citation
Ashley, Denise A., "A Predictive Correlation and Causal-Comparative Study on Early Childhood Social-Emotional Scores, Socioeconomic Status, and Academic Achievement" (2024). Doctoral Dissertations and Projects. 5451.
https://digitalcommons.liberty.edu/doctoral/5451
Abstract
This quantitative predictive correlational and causal-comparative study aimed to explore the relationship between early childhood social-emotional scores, SES, and academic achievement in elementary school students located in the western Midlands of South Carolina. The predictive correlational study aimed to determine if early childhood social-emotional scores could predict academic achievement in elementary students and explore the strength of those variables on academic achievement. The causal-comparative research design attempted to explore whether there was a difference in academic achievement for those who have PIP and those who do not. Utilizing data from the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2), 70 parents of fourth-grade students who completed the MAP assessments for their third-grade year of the 2022-2023 school year were surveyed. Using bivariate linear regression, the researcher tested the predictive value of the predictor variable, ASQ:SE-2 scores, to the criterion variable, academic achievement. The results indicated statistical significance for ASQ:SE-2 scores to predict academic achievement. Using a Mann-Whitney U test, the researcher tested if there was a difference between the MAP reading scores for students with PIP and those without. The results of this study suggested that social-emotional scores significantly predicted academic achievement as well as suggested that there is a statistically significant median difference in MAP scores between those who receive PIP and those who do not for elementary students in the western Midlands of South Carolina. Future research should focus on pre-kindergarten social-emotional screeners to determine best practices for SEL interventions as well as the predictive correlation between SES on early childhood social-emotional scores.
