Prediction of early social and academic adjustment of children from the inner city

摘要: Investigated predictors of five measures early school adjustment for an ethnically diverse cohort 683 inner-city kindergartners and first graders. Data from 2 consecutive years were collected teachers, records, children. A multiple-regression preduction model significantly explained children's competence behavior, problem reading achievement, mathematics absences. Prior sociodemographic factors a majority the variance in adjustment. Perceived quality parent involvement was signifcantly related (in expected direction) to all outcomes. Exposure life events associated direction with absences but not achievement. Together, life-event variables as much 12% independent prior factors. The role family children at risk is discussed [corrected].