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Affective processes and academic achievement.

N D Feshbach1, S Feshbach

  • 1Department of Education, University of California, Los Angeles 90024.

Child Development
|October 1, 1987
PubMed
Summary
This summary is machine-generated.

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Childhood empathy and teacher-rated aggression predict academic achievement. Early depressive affectivity in girls also forecasts lower academic success, highlighting key developmental links.

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Neuroscience

Background:

  • Academic achievement is influenced by various socio-emotional factors.
  • Understanding the longitudinal impact of empathy, affectivity, and aggression on learning is crucial.
  • Previous research indicates potential links, but requires further longitudinal investigation in children.

Purpose of the Study:

  • To examine the stability of academic achievement and affective measures over time.
  • To investigate the relationship between empathy, depressive affectivity, aggression, and academic achievement in children.
  • To determine the predictive power of early socio-emotional factors on later academic performance.

Main Methods:

  • Longitudinal study tracking 8-9-year-olds for two years.

Related Experiment Videos

  • Assessment of achievement, empathy (audiovisual tapes), depressive affectivity, aggression (teacher ratings and self-reports), and self-concept.
  • Statistical analysis of test-retest correlations and predictive relationships.

    • Main Results:

    • Academic achievement scores demonstrated high stability.
    • Affective measures showed significant test-retest correlations, while self-reports weakly related to achievement.
    • Girls' empathy at 8-9 years strongly predicted reading and spelling achievement at 10-11 years.
    • Teacher-rated depressive affectivity and aggression predicted subsequent academic achievement, particularly in girls.

    Conclusions:

    • Empathy and teacher-perceived socio-emotional functioning are significant predictors of academic achievement in children.
    • Early identification of depressive affectivity and aggression may allow for timely interventions to support academic success.
    • Findings underscore the importance of addressing socio-emotional development for educational outcomes.