References
[1]. Bandura, A. (1985). Social foundations of thought &
action: A social cognitive theory. Upper Saddle River, New
Jersey: Prentice Hall.
[2]. Belsky, J., Booth-LaForce, C., Bradley, R. J.,
Campbell, S. B., Chakraborty, H., Clarke-Stewart, A. et al.
(2006). The relations of classroom contexts in the early
elementary years to children's classroom and social
behavior. In A. C. Huston & M. N. Ripke (Eds.),
Developmental contexts in middle childhood: Bridges to
adolescence and adulthood (pp. 217-236). New York:
Cambridge university press.
[3]. DiPerna, J. C., Volpe, R. J., & Elliott, S. N. (2001). A
Model of Academic Enablers and Elementar y
Reading/Language Arts Achievement, School Psychology
Review (Vol. 31, pp. 298-312).
[4]. Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001).
New Directions in Social Skills Assessment and Intervention for Elementar y and Middle School Students.
Exceptionality, 9(1-2), 19-32.
[5]. Fantuzzo, J., Perry, M. A., & McDermott, P. (2004).
Preschool Approaches to Learning and Their Relationship
to Other Relevant Classroom Competencies for Low-
Income Children. School Psychology Quarterly, 19(3),
212-230.
[6]. Gresham, F. M., & Elliott, S. N. (1984). Assessment and
classification of children's social skills: A review of methods
and issues. School Psychology Review, 13, 292-301.
[7]. Kagan, S. L., Moore, E., & Bredikamp, S. (Eds.). (1995).
Reconsidering Children's Early Development and
Learning: Toward Common Views and Vocabulary.
Washington, DC: National Education Goals Panel.
[8]. Lane, K. L., Givner, C. C., & Pierson, M. R. (2003).
Teacher Expectations of Student Behavior: Social Skills
Necessary for Success in Elementary School Classrooms.
Journal of Special Education, 38(2), 104.
[9]. Lopes, P. N. & Salovey, P. (2006). Toward a broader
education: Social emotional, and practical skills. In J. E.
Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.),
Building academic success on social and emotional
learning: What does the research say? (pp. 76-93). New
York: Teachers college press.
[10]. Malecki, C. K., & Elliott, S. N. (2002). Children's Social
Behaviors as Predictors of Academic Achievement: A
Longitudinal Analysis, School Psychology Quarterly (Vol.
17, pp. 1-23).
[11]. McClelland, M. M., & Morrison, F. J. (2003). The
Emergence of Learning-Related Social Skills in Preschool
Children. Early Childhood Research Quarterly, v18(n2),
p206.
[12]. McClelland, M. M., Morrison, F. J., & Holmes, D. L.
(2000). Children at Risk for Early Academic Problems: The
Role of Learning-Related Social Skills. Early Childhood
Research Quarterly, 15(3), 307.
[13]. McCombs, B. L. (2006). The learner-centered
psychological principles: A frameworks for balancing
academic achievement and social emotional learning
outcomes. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building academic success on social and
emotional learning: What does the research say? (pp. 23-
39). New York: Teachers college press.
[14]. McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A
review of social interventions for students with learning
disabilities. Journal of Learning Disabilities, 24(8), 451-
458.
[15]. Patrick, H., Mantzicopoulos, P., Samarapungavan,
A., & French, B. F. (2008). Patterns of young children's
motivation for science and teacher-child relationships.
Journal of Experimental Education, 76(2), 121-144.
[16]. Pedhazur, E. J., & Schmelkin, L. P. (1991).
Measurement, Design, and Analysis: An Integrated
Approach. Hillsdale, NJ: Lawrence Erlbaum Associates,
Inc
[17]. Pelco, L. E., & Reed-Victor, E. (2007). Self-Regulation
and Learning-Related Social Skills: Intervention Ideas for
Elementary School Students. Preventing School Failure,
51(3), 36-41.
[18]. Posner, M. I., & Rothbart, M. K. (2000). Developing
mechanisms of self-regulation. Development and
Psychopathology, 12(3), 427-441.
[19]. Rapport, M. D., Denney, C. B., Chung, K.-M., &
Hustace, K. (2001). Internalizing behavior problems and
scholastic achievement in children: Cognitive and
behavioral pathways as mediators of outcome. Journal
of Clinical Child Psychology, 30(4), 536-551.
[20]. Schneider, B. H. (1992). Didactic methods for
enhancing children's peer relations: A quantitative review.
Clinical Psychology Review, 12(3), 363-382.
[21]. Tabachnick, B. G., & Fidell, L. S. (2007) Using
Multivariate Statistics. Boston, MA: Pearson Education, Inc.
[22]. Tourangeau, K., Brick, M., Le, T., Wan, S., Weant, M.,
Nord, C., et al. (2004). User's Manual for the ECLS-K Third
Grade. Public-Use Data File and Electronic Code Book.
Early Childhood Longitudinal Study, Kindergarten Class of
1998-99. NCES 2004-001: National Center for Education
Statistics.
[23]. Vygotsky, L. S. (1978) Mind in society. Cambridge,
MA: Harvard University Press.
[24]. Walker, H. M., Schwarz, I. E., Nippold, M. A., Irvin, L.
K., & Noell J. W. (1994). Social Skills in School-Age Children
and Youth: Issues and Best Practices in Assessment and
Intervention. Topics in Language Disorders, 14(3), 70.
[25]. Webb, N. M. (1989). Peer Interaction, Problem-
Solving, and Cognition: Multidisciplinary Perspectives.
International Journal of Educational Research, 13(1), 1.
[26]. Wentzel, K. R. (1991). Relations between Social
Competence and Academic Achievement in Early
Adolescence. Child Development, 62(5), 1066-1078.
[27]. Wentzel, K. R. (1993). Does being good make the
grade? Social behavior and academic competence in
middle school. Journal of Educational Psychology, 85(2),
357-364.
[28]. Westby, C. (1997). There's more to passing than
knowing the answers. Language, Speech, and Hearing
Services in Schools, 28(3), 274-287.
[29]. Yen, C.-J., Konold, T. R., & McDermott, P. A. (2004).
Does Learning Behavior Augment Cognitive Ability as an
Indicator of Academic Achievement? Journal of School
Psychology, 42(2), 157.
[30]. Zins, J. E., Bloodworth, M. R., Weissberg, R. P. &
Walberg, H. J. (2006). The scientific base linking social
and emotional learning to school success. In J. E. Zins, R. P.
Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building
academic success on social and emotional learning:
What does the research say? (pp. 76-93). New York:
Teachers college press.
