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Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia

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Abstract

Young children’s socio-emotional skills are important for understanding their own and others’ behaviors and interactions. No study in Serbia has investigated this before. In this study, we explored the links between early socio-emotional skills, behavior, and mathematics and literacy performance of preschool children in Serbia over time. Children (N = 159; 51% of girls) aged 5–8 were rated by the teachers on their socio-emotional skills and behavior, and their mathematics and literacy assessed at three time points over 14 months, twice in preschool and once at entry to school. At time 3, when children entered school, their socio-emotional skills and behavior were associated with gender, mathematics at time 1, and their socio-emotional and behavior ratings at time 2, controlling for maternal education and literacy at time 1. Mathematics at time 3 was associated with mathematics at time 2, controlling for gender, maternal education, literacy, and behavior at time 1. No socio-emotional skills or specific behavior were significant for mathematics. Literacy at time 3 was associated with mathematics and social skills at time 1, and literacy at time 2, controlling for gender and maternal education. At all three times, girls were rated more positively than boys in socio-emotional skills and behavior, except for adjustment to school setting where there were no differences. This study offers the first insight into the links between socio-emotional skills, behavior, and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings.

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Acknowledgements

The authors would like to thank Romain Martin for the co-supervision of the doctoral dissertation of the first author, Mirjana Poptešin and Jelena Vukičević for their help in translating the tests, Lucija Andre for administering the test in Serbia, and all the parents, teachers, and children who participated in the study.

Funding

This research was supported by the Fond National de la Recherche, Luxembourg, as a doctoral dissertation of the first author. My coauthors and I do not have any interests that might be influencing the research. This manuscript has not been published or submitted for publishing elsewhere.

Author information

Authors and Affiliations

  1. Research Unit INSIDE, University of Luxembourg, Maison des Sciences Sociales, 11, Porte des Sciences, L-4366, Esch-sur-Alzette, Luxembourg

    Gabrijela Aleksić & Dieter Ferring

  2. Centre for Evaluation and Monitoring, Durham University, Ushaw College, Durham, DH7 9RH, UK

    Christine Merrell

  3. School of Education, Durham University, Leazes Road, Durham, DH5 9RG, UK

    Peter Tymms

  4. Department of Pedagogy, University of Novi Sad, Dr Zorana Djindjica 2, Novi Sad, 21 000, Serbia

    Jasmina Klemenović

Authors
  1. Gabrijela Aleksić
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  2. Christine Merrell
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  3. Dieter Ferring
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  4. Peter Tymms
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  5. Jasmina Klemenović
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Corresponding author

Correspondence to Gabrijela Aleksić.

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Ethics approval

All procedures in studies involving human participants were in accordance with the ethical standards of the University of Luxembourg and University of Novi Sad and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. For this type of study, formal consent is not required. This is a retrospective study.

Additional information

Gabrijela Aleksić and Dieter Ferring (passed away in August 2017). Research Unit INSIDE, University of Luxembourg, Luxembourg, Maison des Sciences Sociales, 11, Porte des Sciences, L-4366 Esch-sur-Alzette, Luxembourg. E-mail: gabrijela.aleksic@uni.lu; Web site: http://wwwen.uni.lu/recherche/flshase/inside

Gabrijela Aleksić

Current themes of research:

Multilingualism in language minority children. Early reading. Home literacy environment. Family language policy. Early mathematics. Socio-emotional skills. Preschool education. Cultural psychology.

Most relevant publications in the field of Psychology of Education:

Reljić (former), G., Ferring, D., & Martin, R. (2015). A meta-analysis on the effectiveness of bilingual programs in Europe. Review of Educational Research, 85(1), 92-128. doi: 10.3102/0034654314548514

Tymms, P.B., Aleksić, G., Bartholo, T., Boereboom, J., Ivanova, A., Howie, S.J., Liu, H., Kardanova, E., Koslinski, M.C., Merrell, C., Vidmar, M., & Wildy, H.R, (2017). The ability to read numbers: a universal measure? (AERA 2018)

Christine Merrell. Centre for Evaluation and Monitoring, Durham University, UK, Ushaw College, Durham, DH7 9RH, UK. E-mail: Christine.Merrell@cem.dur.ac.uk; Web site: http://www.cem.org/

Current themes of research:

Assessment development. Management and running of large-scale monitoring systems in pre-schools and primary schools. Research methods and evaluation in education. Achievements of severely inattentive, hyperactive and impulsive young children.

Most relevant publications in the field of Psychology of Education:

Merrell, C., Sayal, K., Tymms, P. & Kasim, A. (2017). A longitudinal study of the association between inattention, hyperactivity and impulsivity and children's academic attainment at age 11. Learning and Individual Differences, 53, 156-161.

Merrell, C., Styles, I., Jones, P., Tymms, P. & Wildy, H. (2013). Cross-country comparisons of inattentive, hyperactive and impulsive behaviour in school-based samples of young children. International Research in Early Childhood Education, 4(1), 1-17.

Merrell, C. & Bailey, K. (2012). Predicting achievement in the early years: How important is personal, social and emotional development? On-line Educational Research Journal, 3(6).

Merrell, C. & Tymms, P. (2016). Assessing young children: Problems and solutions. In Understanding What Works in Oral Reading Assessments: Recommendations from Donors, Implementers and Practitioners. Montreal: UNESCO Institute for Statistics (UIS). 126-133.

Merrell, C, Little, J & Coe, R (2014). Is the attainment gap among primary aged children decreasing? In Harnessing what works in eliminating educational disadvantage: A tale of two classrooms. Wood, C & Scott, R Demos.

Peter Tymms. School of Education, Leazes Road, Durham, DH1 1 TA, UK. E-mail: p.b.tymms@dur.ac.uk; Web site: www.ipips.org

Current themes of research:

Monitoring. Assessment. Performance indicators. ADHD. Reading and research methodology.

Most relevant publications in the field of Psychology of Education:

Tymms, P. (2017). Purposes for Educational Research. In The BERA/SAGE Handbook of Educational Research. Wyse, D., Selwyn, N., Smith, E. & Suter, L.E. London: Sage. 165-179.

Demetriou, A., Merrell, C. & Tymms, P. (2017). Mapping and predicting literacy and reasoning skills from early to later primary school. Learning and Individual Difference, 54, 217-225.

Tymms, Peter, Curtis, Sarah E., Routen, Ash C., Thomson, Katie H., Bolden, David S., Bock, Susan, Dunn, Christine E., Cooper, Ashley R., Elliott, Julian G., Moore, Helen J., Summerbell, Carolyn D., Tiffin, Paul A. & Kasim Adetayo S. (2016). Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: The MOVE Project. BMJ Open 6(1): e009318.

Tymms, P. B. & Merrell, C. (2015). Cross-age peer learning. Better Evidence-based Education 7(1): 18-19.

Sayal, K., Mills, J., White, K., Merrell, C. & Tymms, P. (2015). Predictors of and barriers to service use for children at risk of ADHD: longitudinal study. European Child & Adolescent Psychiatry 24(5): 545-552.

Jasmina Klemenović. Department of Pedagogy, University of Novi Sad, Dr Zorana Djindjica 2, 21 000 Novi Sad, Serbia. E-mail: klementina@ff.uns.ac.rs; Web site: http://www.ff.uns.ac.rs/

Current themes of research:

Preschool education. Bilingualism. Communication. Development of curriculum. Intercultural education. Ecological education.

Most relevant publications in the field of Psychology of Education:

Klemenović, J. (2014): Spremnost za školu u inkluzivnom kontekstu. [School readiness in inclusive educational context]. Novi Sad: Filozofski fakultet u Novom Sadu, 227. ISBN:978-86-6065-291-3; COBISS.SR.ID: 291525895

Klemenović, J. (2009). Savremeni predškolski programi. [Contemporary preschool programmes]. Novi Sad: Savez pedagoških društava Vojvodine, Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača Mihailo Palov. 207.ISBN 978-86-84367-50-3; COBISS. SR-ID 244120071

Klemenović, J. (2009). Obrazovanje za lјudska prava/prava deteta u predškolskom vaspitanju i obrazovanju Srbije. [Education for human rights/children’s rights in preschool education in Serbia]. European Dimensions of Changes in the Educational System in Serbia: Research and development, Proceeding of Papers, (335-353). Novi Sad: Filozofski fakultet. ISBN978-86-6065-018-6 COBISS.SR-ID240726791

Klemenović, J. (2008). Višejezičnost i obrazovanje u multikulturnoj Evropi. [Multilingualism and education in multicultural Europe]. Multicultural Education: Proceedings of papers, 3, (37-58). Novi Sad: Filozofski fakultet. ISBN 978-86-80271-84-2 COBISS.SR-ID 229960199

Klemenović, J. (2006): Negovanje interkulturalnosti u predškolskim ustanovama Vojvodine. [Cultivating intercultural education in preschool institutions in Vojvodinea]. Modeli stručnog usavršavanja za interkulturno vaspitanje i obrazovanje - tematski zbornik, 103-118. Novi Sad: Filozofski fakultet. ISBN 86-80271-37-3 COBISS.SR-ID 211558407

Dieter Ferring passed away in August 2017.

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Aleksić, G., Merrell, C., Ferring, D. et al. Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia. Eur J Psychol Educ 34, 417–438 (2019). https://doi.org/10.1007/s10212-018-0387-8

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