Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement.
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| Title: | Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement. |
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| Authors: | Carpendale EJ; School of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; Centre for Inclusive Education (C4IE), Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; Centre for Child and Family Studies, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia., Green MJ; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia., White SLJ; School of Early Childhood and Inclusive Education, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; Australian Research Council Centre of Excellence for the Digital Child, Canberra, Australian Capital Territory, Australia., Williams KE; Centre for Child and Family Studies, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; School of Early Childhood and Inclusive Education, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; School of Education and Tertiary Access, University of Sunshine Coast (USC), Sippy Downs, Queensland, Australia., Tzoumakis S; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.; School of Criminology and Criminal Justice, Griffith University, Southport, Queensland, Australia.; Griffith Criminology Institute, Griffith University, Brisbane, Queensland, Australia., Watkeys OJ; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia., Harris F; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia., O'Hare K; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.; Centre for Clinical Brain Sciences, University of Edinburgh, Edinburgh, UK., Carr VJ; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.; Department of Psychiatry, Monash University, Melbourne, Victoria, Australia., Laurens KR; School of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; Centre for Inclusive Education (C4IE), Queensland University of Technology (QUT), Brisbane, Queensland, Australia.; School of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia. |
| Source: | The British journal of educational psychology [Br J Educ Psychol] 2025 Jun; Vol. 95 (2), pp. 496-512. Date of Electronic Publication: 2025 Jan 17. |
| Publication Type: | Journal Article |
| Journal Info: | Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 0370636 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2044-8279 (Electronic) Linking ISSN: 00070998 NLM ISO Abbreviation: Br J Educ Psychol Subsets: MEDLINE |
| Database: | MEDLINE Ultimate |
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| ISSN: | 2044-8279 |
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| DOI: | 10.1111/bjep.12735 |
