A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre-k to kindergarten

American Journal of Orthopsychiatry

Volumn 83, Issue 2 PART 3, 2013, Pages 156-164

  Barbarin, Oscar ^a  

^a TULANE UNIVERSITY   (United States)

Author keywords

Academic achievement; African American boys; Boys of color (BOC); Kindergarten; Latino boys; Peer relations; Poverty; Pre K; Relations with teachers; Self regulation; Socioemotional competence; Socioemotional learning

Indexed keywords

ACADEMIC ACHIEVEMENT; AFRICAN AMERICAN; ARTICLE; AUTOREGULATION; COMMUNICATION SKILL; EMOTIONALITY; ENGLISH AS A SECOND LANGUAGE; ETHNICITY; FEMALE; GENDER; HISPANIC; HUMAN; KINDERGARTEN; LEARNING; LONGITUDINAL STUDY; MALE; PEER GROUP; POVERTY; PRIMARY SCHOOL; QUESTIONNAIRE; RACE; SOCIAL COMPETENCE; SOCIAL INTERACTION; SOCIOEMOTIONAL LEARNING; TEACHER;

ACADEMIC ACHIEVEMENT; AFRICAN AMERICAN BOYS; BOYS OF COLOR (BOC); KINDERGARTEN; LATINO BOYS; PEER RELATIONS; POVERTY; PRE-K; RELATIONS WITH TEACHERS; SELF-REGULATION; SOCIOEMOTIONAL COMPETENCE; SOCIOEMOTIONAL LEARNING;

AFRICAN AMERICANS; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; EMOTIONS; EUROPEAN CONTINENTAL ANCESTRY GROUP; FACULTY; FEMALE; HISPANIC AMERICANS; HUMANS; INTERPERSONAL RELATIONS; LEARNING; LONGITUDINAL STUDIES; MALE; MENTAL COMPETENCY; PEER GROUP; SCHOOLS; SOCIAL BEHAVIOR; SOCIAL CONTROL, INFORMAL;

EID: 84881015073     PISSN: 00029432     EISSN: 19390025     Source Type: Journal    
DOI: 10.1111/ajop.12024     Document Type: Article

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