Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement.

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).

Item response theory analysis of self-reported social-emotional learning competencies in an Australian population cohort aged 11 years.

Childhood social and emotional competencies are recognized as teachable skills affecting well-being and developmental outcomes across the life span. This study sought to develop and validate a brief self-report measure of social-emotional competencies in middle childhood. The study used items from the administered to a representative subsample of the cohort, comprising sixth grade students ( = 26,837; aged 11-12 years) attending primary school in New South Wales, Australia.

Measurement invariance across age, gender, ethnicity, and psychopathology of the Psychotic-Like Experiences Questionnaire for Children in a community sample.

Objectives: The current study aimed to assess the measurement invariance of the 9-item self-report Psychotic-Like Experiences Questionnaire for Children (PLEQ-C) across various demographic (age, gender, ethnicity) and psychopathology profiles in a community sample of children.

Methods: Children aged 9-11 years (n = 613; M age = 10.4 years [SD = 0.

Dissociable impairments of verbal learning differentiate childhood risk profiles for schizophrenia.

Poor verbal learning and memory function is well-documented among individuals with schizophrenia and those at clinical high-risk for psychosis. This study aimed to identify these impairments among children aged 9-12 years with different schizophrenia risk profiles (family history or antecedents of schizophrenia, each of higher or lower risk load) relative to typically developing peers. These three groups were recruited via community-screening, and differentiated for analysis into: typically developing children (TD = 45); children who had 1 first- or ≥2 second-degree affected relatives (FHx = 16) or one second-degree relative (FHx = 15); and children presenting multiple replicated antecedents of schizophrenia whose clinical symptoms persisted at 2- and/or 4-year follow-up (ASz = 16) or remitted during follow-up (ASz = 16).