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Executive functions and classroom quality in kindergarten predict peer acceptance in first grade
Arina Shatskaya1,2, Patrik Drid3, Alexander Veraksa4,5
1Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia. arina.shatskaya@mail.ru.
Scientific Reports
|December 4, 2025
Summary
Child executive functions in kindergarten predict sociometric status and reciprocity in first grade. Classroom emotional support quality predicts self-sociometric status, impacting peer acceptance and school adjustment.
Area of Science:
- Child Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Peer acceptance is crucial for child development and school adjustment.
- Early predictors of peer acceptance require further investigation.
Purpose of the Study:
- To examine how kindergarten executive functions and classroom quality predict first-grade peer acceptance.
- To identify specific dimensions of peer acceptance influenced by these factors.
Main Methods:
- Longitudinal study with 449 kindergarteners (Time 1) and 203 first-graders (Time 2).
- Measured executive functions and classroom quality (Time 1).
- Assessed peer acceptance dimensions (sociometric status, reciprocity, self-sociometric status) at Time 2, controlling for covariates.
Main Results:
- Kindergarten executive functions significantly predicted sociometric status and reciprocity in first grade.
- Kindergarten classroom quality, specifically emotional support, was the primary predictor of self-sociometric status.
Conclusions:
- Executive functions are key early indicators of social standing among peers.
- Positive classroom emotional environments foster children's self-perceptions of peer acceptance.
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