Evidence map›Paper›PMID 39821076›Full record

ArticleThe British journal of educational psychology2025

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

Emma J Carpendale, Melissa J Green, Sonia L J White, Kate E Williams, Stacy Tzoumakis, Oliver J Watkeys, Felicity Harris, Kirstie O'Hare, Vaughan J Carr, Kristin R Laurens

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In one paragraph

Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed.

  1. Review
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Emma J CarpendaleSchool of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.
Melissa J GreenSchool of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.
Sonia L J WhiteSchool of Early Childhood and Inclusive Education, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.
Kate E WilliamsCentre for Child and Family Studies, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.
Stacy TzoumakisSchool of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.
Oliver J WatkeysSchool of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.
Felicity HarrisSchool of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.
Kirstie O'HareSchool of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.
Vaughan J CarrSchool of Clinical Medicine (Discipline of Psychiatry and Mental Health), University of New South Wales, Sydney, New South Wales, Australia.
Kristin R LaurensSchool of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.ORCID https://orcid.org/0000-0002-3987-6486

Funding

Australian Government Research Training ProgramAustralian Research CouncilDepartment of Health and Aged Care Medical Research Future FundNational Health and Medical Research CouncilQueensland University of Technology, Faculty of Health
6 · The paper itself

Abstract

backgroundThe 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.

aimThis 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). SAMPLE: The study used a large Australian sample (n = 23,865), drawn from the New South Wales Child Development Study population cohort.

methodsThe Middle Childhood Survey-Social-Emotional Learning assessment, administered during Year 6, comprises the five competencies defined by the Collaborative for Academic, Social and Emotional Learning (CASEL): Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making. These data were linked with students' Year 7 reading and numeracy scores from the standardized National Assessment Program-Literacy and Numeracy measure. Associations were examined in multi-level structural equation models which accounted for prior (Year 5) academic achievement and sociodemographic covariates. Multi-group analyses explored invariance across girls and boys.

resultsSelf-Awareness and Self-Management demonstrated significant and meaningful positive relationships with reading and numeracy performance. Associations with reading were invariant by sex but boys demonstrated significantly stronger associations than girls on numeracy.

conclusionFindings suggest that bolstering primary school students' intrapersonal social-emotional competencies may safeguard their academic achievement over the transition into secondary school.

Indexed as

Academic PerformanceAcademic SuccessChild DevelopmentEmotionsMathematicsReadingSchoolsSelf-ControlSocial SkillsStudentsChildFemaleHumansLongitudinal StudiesMaleNew South Walesacademic achievementCollaborative for Academic, Social and Emotional Learningmiddle childhoodschool successsocial–emotional learningstudent wellbeing

Identifiers

PMID39821076
PMCPMC12068035

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.