Relationships Between Learning-Related Social Skills, Early School Adjustment and Academic Achievement of First-Grade Children

초등학교 1학년 아동의 학습관련 사회적 기술과 초기 학교적응 및 학업성취도와의 관계

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.