Promoting effective transitions: Primary school social–emotional competencies predict secondary school reading and numeracy achievement
Emma J. CarpendaleMelissa J. GreenSonia WhiteKate WilliamsStacy TzoumakisOliver J. WatkeysFelicity HarrisKirstie O’HareVaughan J. CarrKristin R. Laurens
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Abstract Background The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social–emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period. Aim This study sought to determine the association between self‐reported social–emotional competencies of students in their final year of primary school (Year 6; age ~11 years) and reading and numeracy performance in their first year of secondary school (Year 7; age ~12 years). Sample The study used a large Australian sample ( n = 23,865), drawn from the New South Wales Child Development Study population cohort. Methods The Middle Childhood Survey–Social–Emotional Learning assessment, administered during Year 6, comprises the five competencies defined by the Collaborative for Academic, Social and Emotional Learning (CASEL): Self‐Awareness, Self‐Management, Social Awareness, Relationship Skills and Responsible Decision‐Making. These data were linked with students' Year 7 reading and numeracy scores from the standardized National Assessment Program–Literacy and Numeracy measure. Associations were examined in multi‐level structural equation models which accounted for prior (Year 5) academic achievement and sociodemographic covariates. Multi‐group analyses explored invariance across girls and boys. Results Self‐Awareness and Self‐Management demonstrated significant and meaningful positive relationships with reading and numeracy performance. Associations with reading were invariant by sex but boys demonstrated significantly stronger associations than girls on numeracy. Conclusion Findings suggest that bolstering primary school students' intrapersonal social–emotional competencies may safeguard their academic achievement over the transition into secondary school.Keywords:
Numeracy
Social emotional learning
Uses National Child Development Study (NCDS) data to examine the employment experiences of men and women assessed with poor numeracy compared with those with good numeracy skills at age 37. To uncover the extent of negative effects of having poor numeracy skills, the sample is restricted to those whose poor or good numeracy was accompanied by good literacy skills. As a further control, much of the analysis is also restricted to those who had left full‐time education at age 16. Maps the proportions in full‐time employment between ages 17 to 37 and demonstrates the very different labour market experiences of the two skills groups in the areas of occupation, training, promotion and income. Concludes that poor numeracy reduces employment opportunities and progress in jobs.
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Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills
The home numeracy environment (i.e., parents' numeracy expectations and activities), is related to early numeracy in young children. As recent studies have shown that both cognitive and linguistic factors play an important role in predicting numeracy development, it may be assumed that rather than the home numeracy environment, the home literacy environment predicts early numeracy. The present study examined this hypothesis by focusing on the specificity of the home numeracy environment. In a sample of 60 kindergartners, we assessed cognitive (nonverbal reasoning, working memory) and linguistic abilities (phonological awareness, grammatical skills), as well as early numeracy skills, while exploring their home literacy environment and home numeracy environment from parent questionnaires. We found that home numeracy environment predicted early numeracy skills, after controlling for child factors and home literacy environment. The home numeracy environment can be seen as a unique factor in the home environment in predicting numeracy outcomes.
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Quantitative information occupies a central role within health care decision making. Despite this, numeracy has attracted little research attention. Therefore, the purpose of this study was to (1) describe the health numeracy skill of a nonclinical, Canadian community-based senior population and (2) determine the relationship between health numeracy skill and prose health literacy, education, and math anxiety in this population. A convenience sample of 140 men and women, 50 + years, completed a questionnaire assessing demographic details, math anxiety, functional health literacy (Shortened Test of Functional Health Literacy for Adults STOFHLA), general context numeracy, and health context numeracy skills. Most participants had adequate functional health literacy (prose and numeracy) as measured by the STOFHLA, poorer general context numeracy skill, higher health context numeracy skill, and moderate math anxiety. Approximately 36% of the variation in general context numeracy scores and 26% of the variation in health context numeracy scores were explained by prose health literacy skill (STOFHLA), math anxiety, and attained education. This research offers an initial assessment of health numeracy skills as measured by three existing numeracy scales among a group of independently functioning older Canadian adults. This work highlights the need for clarification of the numeracy concept and refinement of health numeracy assessment instruments. Moreover, identifying patients' numeracy strengths and weaknesses will enable the development of focused numeracy interventions and may contribute to moving individuals further along the continuum of health literacy proficiency.
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The numeracy skill of student is a continued concern with numeracy highlighted as a key skill in Foundation degrees and other vocational courses such as nursing (DfES 1999, NMC 2007). Numeracy is seen as a requirement to being able to undertake work based skills that require the use of numbers and calculations. However numeracy skills developed in the classroom does not necessarily prepare students for work-based calculations and similarly nor does poor numeracy skills necessarily mean that students cannot perform complex mathematical calculations in their work place. This paper will explore the role of context, the difference between formal and work based mathematics and questions the continued focus on numeracy skills, using examples from my own research with nurses.
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