"Plays nice with others": Social-emotional learning and academic success

Early Education and Development

Volumn 21, Issue 5, 2010, Pages 652-680

  Denham, Susanne A ^a   Brown, Chavaughn ^a  

^a GEORGE MASON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77958086928     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409289.2010.497450     Document Type: Article

References (103)

1. Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and Psychopathology, 9, 291-319. doi:10.1017/S095457949700206X
2. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1817. doi:10.1111/j.1467 8624.2008.01227.x
3. Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821-843. doi:10.1017/S0954579408000394
4. Bierman, K. L., Torres, M. M., Domitrovich, C. E., Gest, S. D., & Welsh, J. A. (2009). Behavioral and cognitive readiness for school: Cross-domain associations for children attending Head Start. Social Development, 18, 305-323. doi:10.1111/j.1467- 507.2008.00490.x
5. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment: Good-byes can build trust. Journal of School Psychology, 35, 61-79.
6. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57, 111-127. doi:10.1037/ 0003-066X.57.2.111
7. Bodrova, E., & Leong, D. J. (2006). Self-regulation as a key to school readiness: How early childhood teachers can promote this critical competency. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 203-224).
8. Borman, G. D., & Overman, L. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104, 177-195. doi:10.1086/499748
9. Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407-424. doi:10. 1016/j.jsp.2005.09.001
10. Burks, V. S., Laird, R. D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1999). Knowledge structures, social information processing, and children's aggressive behavior. Social Development, 8, 220-236. doi:10.1111/1467-9507.00092
11. Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11, 302-306. doi:10.1111/1467-9280.00260
12. Collaborative for Academic, Social, and Emotional Learning. (2009). SEL Act 2009 press release. Retrieved from http://www.casel.org/news.php
13. Collaborative for Academic, Social, and Emotional Learning. (2010). SEL assessment: Overview. Retrieved from http://www.casel.org/assessment/index.php
14. Cook, E. T., Greenberg, M. T., & Kusché, C. A. (1994). The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. Journal of Abnormal Child Psychology, 22, 205-219. doi:10.1007/BF02167900
15. Denham, S. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194-201. doi:10.1111/1467- 624.ep7251040
16. Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education & Development, 17, 57-89. doi:10.1207/s15566935eed1701_4
17. Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K. S., Auerbach-Major, S. T., & Queenan, P. (2003). Preschoolers' emotional competence: Pathway to mental health? Child Development, 74, 238-256. doi:10.1111/1467-8624.00533
18. Denham, S. A., Bouril, B., & Belouad, F. (1994). Preschoolers' affect and cognition about challenging peer situations. Child Study Journal, 24, 1-24.
19. Denham, S. A., & Burton, R. (1996). A social-emotional interventions for at-risk 4-year-olds. Journal of School Psychology, 34, 225-245. doi:10.1016/0022-4405(96)00013-1
20. Denham, S., Caverly, S., Schmidt, M., Blair, K., DeMulder, E., Caal, S.... Mason, T. (2002). Preschool understanding of emotions: Contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry, 43, 901-916. doi:10.1111/1469-7610.00139
21. Denham, S., & Couchoud, E. (1990a). Young preschoolers' ability to identify emotions in equivocal situations. Child Study Journal, 20, 153-169.
22. Denham, S., & Couchoud, E. (1990b). Young preschoolers' understanding of emotions. Child Study Journal, 20, 171-192.
23. Denham, S. A., Ji, P., & Hamre, B. (2010). Compendium of social-emotional learning and associated assessment measures. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
24. Denham, S. A., Wyatt, T., Bassett, H. H., Echeverria, D., & Knox, S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology and Community Health, 63, 37-52. doi:10.1136/jech.2007.070797
25. Denham, S. A., Zahn-Waxler, C., Cummings, E. M., & Iannotti, R. J. (1991). Social competence in young children's peer relationships: Patterns of development and change. Child Psychiatry and Human Development, 22, 29-43. doi:10.1007/BF00706057
26. Dodge, K. A., Laird, R., Lochman, J. E., Zelli, A., & Conduct Problems Prevention Research Group. (2002). Multidimensional latent-construct analysis of children's social information processing patterns: Correlations with aggressive behavior problems. Psychological Assessment, 14, 60-73. doi:10.1037/1040-3590.14.1.60
27. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum. Journal of Primary Prevention, 28, 67-91. doi:10.1007/s10935- 07-0081-0
28. Dubow, E. F., Tisak, J., Causey, D., Hryshko, A., & Reid, C. (1991). A two-year longitudinal study of stressful life events, social support, and social problem-solving skills: Contributions to children's behavioral and academic adjustment. Child Development, 62, 583-599. doi:10.1111/1467-8624.ep9109090183
29. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (in press). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development.
30. Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions in Child and Adolescent Development, 109, 109-118. doi:10.1002/cd.143
31. Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23, 474-495. doi:10.1037/1045-3830.23.4.474
32. Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303-319. Retrieved from http://www.nasponline.org/publications/spr/sprmain.aspx
33. Fantuzzo, J., & McWayne, C. (2002). The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal of Educational Psychology, 94, 79-87. doi:10.1037/0022- 663.94.1.79
34. Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19, 212-230. doi:10.1521/scpq.19.3.212.40276
35. Fantuzzo, J. W., Sutton-Smith, B., Coolahan, K. C., Manz, P., Canning, S., & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 10, 105-120. doi:10.1016/0885-2006(95)90028-4
36. Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second Step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8, 102-112. doi:10.1177/ 106342660000800206
37. Garner, P., & Waajid, B. I. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence. Journal of Applied Developmental Psychology, 29, 89-100. doi:10.1016/j.appdev.2007.12.001
38. Gottman, J.M., & Mettetal, G. (1986). Speculations about social and affective development: Friendship and acquaintanceship through adolescence. In J. M. Gottman & J. C. Parker (Eds.), Conversations of friends: Speculations on affective development (pp. 192-237). New York, NY: Cambridge University Press.
39. Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children's early academic success. Journal of School Psychology, 45, 3-19. doi:10.1016/j.jsp.2006.09.002
40. Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (1999). Preventing mental disorders in schoolage children: A review of the effectiveness of prevention programs. State College, PA: Center for Mental Health Services.
41. Greenberg, M. T., & Kusché, C. A. (2006). Building social and emotional competence: The PATHS curriculum. In S. R. Jimerson & M. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 395-412). Mahwah, NJ: Erlbaum.
42. Greenberg, M. T., & Snell, J. L. (1997). Brain development and emotional development: The role of teaching in organizing the frontal lobe. In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence (pp. 93-119). New York, NY: Basic Books.
43. Gresham, F. M., & Elliott, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service.
44. Hagekull, B., & Bohlin, G. (2003). Early temperament and attachment as predictors of the five factor model of personality. Attachment & Human Development, 5, 2-18. doi:10.1080/1461673031000078643
45. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638. doi:10.1111/1467--8624.00301
46. Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87-97. doi:10.1111/1467-8624.ep8587568
47. Harter, S., & Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Child Development, 55, 1969-1982. doi:10.1111/1467-8624.ep7304596
48. Howes, C. (1987). Social competence with peers in young children: Developmental sequences. Developmental Review, 7, 252-272. doi:10.1016/0273-2297(87)90014-1
49. Howse, R., Calkins, S., Anastopoulos, A., Keane, S., & Shelton, T. (2003). Regulatory contributors to children's kindergarten achievement. Early Education and Development, 14, 101-119. doi:10.1207/ s15566935eed1401_7
50. Izard, C. E., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18-23. doi:10.1111/1467- 280.00304
51. Joseph, G. E., & Strain, P. S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23(2), 65-76. doi:10.1177/02711214030230020201
52. Kusché, C. A., Beilke, R. L., & Greenberg, M. T. (1988). Kusché Affective Interview-Revised. Unpublished measure, University of Washington, Seattle.
53. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400. doi:10.1111/ 14678624.00101
54. Ladd, G. W., Buhs, E. S., & Seid, M. (2000). Children's initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly, 46,255-279. Retrieved from http://muse.jhu.edu/journals/mpq/
55. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67, 1103-1118. doi:10.1111/1467-8624. p9704150186
56. LaFreniere, P., & Dumas, J. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8, 369-377. doi:10.1037/1040-3590.8.4.369
57. LeBuffe, P. A., & Naglieri, J. A. (1999). Devereux Early Childhood Assessment technical manual. Lewisville, NC: Kaplan Press.
58. LeBuffe, P., Shapiro, V. B., & Naglieri, J. (2008). Devereux Student Strengths Assessment (DESSA). Lewisville, NC: Kaplan Early Learning.
59. Leerkes, E. M., Paradise, M., O'Brien, M., Calkins, S. D., & Lange, G. (2008). Emotion and cognition processes in preschool children. Merrill-Palmer Quarterly, 54, 102-124. doi:10.1353/mpq.2008.0009
60. Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107-118. doi:10.1111/1467-8624.00124
61. Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515-526. doi:10.1016/j.ecresq.2008.07.003
62. Magnusson, D., & Bergman, L. R. (1990). A pattern approach to the study of pathways from childhood to adulthood. In L. N. Robins & M. Rutter (Eds.), Straight and devious pathways from childhood to adulthood (pp. 101-115). New York, NY: Cambridge University Press.
63. Malecki, C. K., & Elliott, S. N. (2002). Children's social behaviors as predictors of academic achievement: Along it udin alanalysis. SchoolPsychologyQuarterly,17,1-23 doi:10.1521/scpq.17.1.1.19902
64. Marsh, H. W., Ellis, L. A., & Craven, R. G. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology, 38,376-393. doi:10.1037/0012-1649.38.3.376
65. Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17, 151-176. doi:10.1207/s15566935eed1701_7
66. McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490. doi:10.1016/j.ecresq.2006.09.003
67. McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959. doi:10.1037/0012-1649.43.4.947
68. McClelland, M., Cameron, C., Wanless, S., & Murray, A. (2007). Executive function, self-regulation, and social-emotional competence: Links to school readiness. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on research in social learning in early childhood education (pp. 83-107). Charlotte, NC: Information Age.
69. Measelle, J. R., Ablow, J. C., Cowan, P. A., & Cowan, C. P. (1998). Assessing young children's views of their academic, social, and emotional lives: An evaluation of the self-perception scales of the Berkeley Puppet Interview. Child Development, 69, 1556-1576. doi:10.1111/j.1467-8624.1998.tb06177.x
70. Miller, A. L., Fine, S. E., Gouley, K. K., Seifer, R., Dickstein, S., & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20, 1170-1192. doi:10.1080/02699930500405691
71. Miller, A. L., Seifer, R., Stroud, L., Sheinkopf, S. J., & Dickstein, S. (2006). Biobehavioral indices of emotion regulation relate to school attitudes, motivation, and behavior problems in a low-income preschool sample. Annals of the New York Academy of Science, 1094, 325-329. doi:10.1196/annals.1376.043
72. Murray, C., Waas, G. A., & Murray, K. M. (2008). Child race and gender as moderators of the association between teacher-child relationships and school adjustment. Psychology in the Schools, 45, 562-578.
73. Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A., & Reiser, M. (2007). Preschoolers' academic readiness: What role does the teacher-child relationship play? Early Childhood Research Quarterly, 22,407-422. doi:10.1016/j.ecresq.2007.04.002
74. Parker, J. G., & Gottman, J. M. (1989). Social and emotional development in a relational context: Friendship interaction from early childhood to adolescence. In T. J. Berndt & G. W. Ladd (Eds.), Peer relationships in child development (pp. 95-131). New York, NY: Wiley.
75. Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70, 179-185. doi:10.1111/j.1746-1561.2000.tb06468.x
76. Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280. doi:10.1016/S0885-2006(97)90003-X
77. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33, 444-458. Retrieved from http://www.nasponline.org/publications/index.aspx
78. Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605-619. doi:10.1037/a0015365
79. Raver, C. C. (2002). Emotions matter: Making the case for the role of young children's emotional development for early school readiness. SRCD Social Policy Report, 16(3), 3-18. Retrieved from www.srcd.org/Documents/Publications/SPR/spr16-3.pdf
80. Raver, C. C., Garner, P., & Smith-Donald, R. (2007). The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal? In R. Pianta, M. Cox, & K. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 121-147). Baltimore, MD: Brookes.
81. Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among threeand four-year-olds. New York, NY: National Center for Children in Poverty.
82. Richters, J. (1997). The Hubble hypothesis and the developmentalist's dilemma. Development and Psychopathology, 9, 193-229. doi:10.1017/S0954579497002022
83. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Brock, L. L., & Nathanson, L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Journal of Educational Psychology, 45, 958-972. doi:10.1037/a0015861
84. Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511. doi:10.1016/S0193-3973(00)00051-4
85. Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6,111-135. doi:10.1111/j.1467-9507.1997.tb00097.x
86. Rotheram, M. J. (1987). Children's social and academic competence. Journal of Educational Research, 80, 206-211.
87. Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology, 13, 53-67. doi:10.1017/S0954579401001043
88. Shields, A., Dickstein, A., Dickstein, S., Seifer, R., Giuisti, L., Magee, K. D., & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12, 73-96. doi:10.1207/s15566935eed1201_5
89. Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-Regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22, 173-187. doi:10.1016/j.ecresq.2007.01.002
90. Sroufe, L. A., Schork, E., Motti, F., Lawroski, N., & LaFreniere, P. (1984). The role of affect in social competence. In C. E. Izard, J. Kagan, & R. B. Zajonc (Eds.), Emotions, cognition, and behavior (pp. 289-319). Cambridge, England: Cambridge University Press.
91. Trentacosta, C., & Izard, C. (2007). Kindergarten children's emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77-88. doi:10.1037/1528-3542.7.1.77
92. Trentacosta, C. J., Izard, C. E., Mostow, A. J., & Fine, S. E. (2006). Children's emotional competence and attentional competence in early elementary school. School Psychology Quarterly, 21, 148-170. doi:10.1521/scpq.2006.21.2.148
93. Valiente, C., Lemery-Chalfant, K., & Castro, K. S. (2007). Children's effortful control and academic competence: Mediation through school liking. Merrill-Palmer Quarterly, 53, 1-25. doi:10.1353/ mpq.2007.0006
94. Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 67-77. doi:10.1037/0022-0663.100.1.67
95. Warren, H. K., Way, E., Kalb, S. C., Denham, S. A., & Bassett, H. H. (2010). Utilizing emotion and behavior for understanding preschoolers' social information processing: The predictive validity of the challenging situations task. Manuscript submitted for publication.
96. Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3, 79-97. doi:10.1016/0273-2297(83)90010-2
97. Webster-Stratton, C., Reid, M. J., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49, 471-488. doi:10.1111/j.1469-7610.2007.01861.x
98. Weissberg, R. P., & Greenberg, M. T. (1998). School and community competence-enhancement and prevention programs. In I. E. Sigel & A. Renninger (Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 955-998). New York, NY: Wiley.
99. Welsh, M., Parke, R. D., & Widaman, K. (2001). Linkages between children's social and academic competence: A longitudinal analysis. Journal of School Psychology, 39, 463-481. doi:10.1016/ S0022-4405(01)00084-X
100. Wentzel, K. R. (1999). Social influences on school adjustment: Commentary. Educational Psychologist, 34(1), 59-69. doi:10.1207/s15326985ep3401_5
101. Zafiropoulou, M., Sotiriou, A., & Mitsiouli, V. (2007). Relation of self-concept in kindergarten and first grade to school adjustment. Perceptual and Motor Skills, 104, 1313-1327. doi:10.2466/ PMS.104.4.1313-1327
102. Zahn-Waxler, C., Cole, P. M., Richardson, D. T., Friedman, R. J., Michel, M. K., & Belouad, F. (1994). Social problem solving in disruptive preschool children: Reactions to hypothetical situations of conflict and distress. Merrill-Palmer Quarterly, 40, 98-119. Retrieved from http://muse.jhu.edu/ jour-nals/mpq/
103. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17, 191-210. doi:10.1080/10474410701413145