{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80887"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80887","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"The Role of Kindergarten-Entry Social Problem-Solving Skills in Children’s Early Elementary Social Adjustment","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Mace, Amy; 0000-0002-1564-6969"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Cameron, Claire","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-10-29T16:47:52Z","date_published":"2019-10-29T16:47:52Z","updated_at":"2026-07-27T19:05:25Z","subjects":["early childhood education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/80887","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cameron, Claire","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Mace, Amy; 0000-0002-1564-6969"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-10-29T16:47:52Z","2019","2019-08-04 16:07:15"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["early childhood education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/80887"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","To help children succeed when they transition to formal schooling, we need to better understand their social and emotional skills. Social problem-solving skills—the focus of this dissertation study—are a relatively understudied component of social and emotional learning. I conducted secondary analysis from existing data collected during an evaluation of a social and emotional learning after-school program operating in a southern U.S. state. Children were followed for two years from before kindergarten to after first grade. First, the adapted Wally social problem-solving test was administered to children before they entered kindergarten (or early in the transition to kindergarten). Second, after the children started kindergarten and first grade—in the spring semester of the school year—the teachers assessed the quality of the teacher-child relationship using the Student-Teacher Relationship Scale (STRS), children’s problem behaviors using the Social Skills Improvement System Rating Scales (SSIS-RS), and children’s social and emotional strengths using the Devereux Student Strengths Assessment (DESSA). The results showed that kindergarten-entry social problem-solving skills are associated with how teachers say children are doing on multiple social and emotional strengths (e.g., self-awareness and self-management) at the end of not just kindergarten but at the end of first grade—almost two full years later. Overall, the results of this dissertation study uncover that children’s social problem-solving skills at kindergarten-entry may be important in young children’s early elementary school adjustment."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Role of Kindergarten-Entry Social Problem-Solving Skills in Children’s Early Elementary Social Adjustment"]}]}],"canonical_facts":{"dc:contributor":["Cameron, Claire","Learning and Instruction"],"dc:creator":["Mace, Amy; 0000-0002-1564-6969"],"dc:date":["2019-10-29T16:47:52Z","2019","2019-08-04 16:07:15"],"dc:description":["Ph.D.","To help children succeed when they transition to formal schooling, we need to better understand their social and emotional skills. Social problem-solving skills—the focus of this dissertation study—are a relatively understudied component of social and emotional learning. I conducted secondary analysis from existing data collected during an evaluation of a social and emotional learning after-school program operating in a southern U.S. state. Children were followed for two years from before kindergarten to after first grade. First, the adapted Wally social problem-solving test was administered to children before they entered kindergarten (or early in the transition to kindergarten). Second, after the children started kindergarten and first grade—in the spring semester of the school year—the teachers assessed the quality of the teacher-child relationship using the Student-Teacher Relationship Scale (STRS), children’s problem behaviors using the Social Skills Improvement System Rating Scales (SSIS-RS), and children’s social and emotional strengths using the Devereux Student Strengths Assessment (DESSA). The results showed that kindergarten-entry social problem-solving skills are associated with how teachers say children are doing on multiple social and emotional strengths (e.g., self-awareness and self-management) at the end of not just kindergarten but at the end of first grade—almost two full years later. Overall, the results of this dissertation study uncover that children’s social problem-solving skills at kindergarten-entry may be important in young children’s early elementary school adjustment."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/80887"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["early childhood education"],"dc:title":["The Role of Kindergarten-Entry Social Problem-Solving Skills in Children’s Early Elementary Social Adjustment"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:25Z"}