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The Resource Millennium Cohort Study

Millennium Cohort Study

Label
Millennium Cohort Study
Title
Millennium Cohort Study
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Contributor
Author
Subject
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Summary
Socio-emotional behaviours in early childhood, including self-regulation, emotional problems, and peer problems, have been shown to individually influence academic achievement in primary and secondary school. Environmental and demographic factors have also been shown to influence a child's academic development. The current study extends previous work to consider - concurrently, using structural equation modelling - a broader array of antecedents and measures of social-emotional development to understand their relative effects on academic outcomes. Parent-report data on a nationally representative sample of children (n = 17,035) at ages 3 and 5 years, and academic assessment at age 7, were drawn from the Millennium Cohort Study for longitudinal modelling. Results indicate the individual and collective contribution of socio-emotional, environmental, and demographic antecedents, expanding the current literature on predictors of child academic achievement in primary school. The results suggest that malleable factors in early childhood are important predictors of later academic success, and thus may be viable targets for intervention
http://library.link/vocab/creatorName
Hammer , David
http://library.link/vocab/relatedWorkOrContributorName
  • Melhuish , Edward
  • Howard, Steven
Label
Millennium Cohort Study
Instantiates
Publication
Note
36952
Control code
ICPSR36952.v1
Governing access note
Access restricted to subscribing institutions
Label
Millennium Cohort Study
Publication
Note
36952
Control code
ICPSR36952.v1
Governing access note
Access restricted to subscribing institutions

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      48 Campus Ave, Lewiston, ME, 04240, US
      44.105245 -70.203443
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