Adaptation to the School Environment Moderates the Effect of Skill‐Specific Performance on Pupils' School Achievement in the First Grade of Elementary School
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15210%2F25%3A73634166" target="_blank" >RIV/61989592:15210/25:73634166 - isvavai.cz</a>
Alternative codes found
RIV/61989592:15410/25:73634166
Result on the web
<a href="https://www.bing.com/ck/a?!&&p=b4dd3be4f98093f0451bc6d050ec0d1f20a5789bc9bb37ae36d8d443935d27a5JmltdHM9MTc2OTU1ODQwMA&ptn=3&ver=2&hsh=4&fclid=053dcc5f-7bfc-6fdb-12f8-d8947a0d6e07&psq=Adaptation+to+the+School+Environment+Moderates+the+Effect+of+Skill-Specific+Performance+on+Pupils%27+School+Achievement+in+the+First+Grade+of+Elementary+School&u=a1aHR0cHM6Ly9vbmxpbmVsaWJyYXJ5LndpbGV5LmNvbS9kb2kvcGRmLzEwLjEwMDIvcGl0cy43MDAxMT9tc29ja2lkPTA1M2RjYzVmN2JmYzZmZGIxMmY4ZDg5NDdhMGQ2ZTA3" target="_blank" >https://www.bing.com/ck/a?!&&p=b4dd3be4f98093f0451bc6d050ec0d1f20a5789bc9bb37ae36d8d443935d27a5JmltdHM9MTc2OTU1ODQwMA&ptn=3&ver=2&hsh=4&fclid=053dcc5f-7bfc-6fdb-12f8-d8947a0d6e07&psq=Adaptation+to+the+School+Environment+Moderates+the+Effect+of+Skill-Specific+Performance+on+Pupils%27+School+Achievement+in+the+First+Grade+of+Elementary+School&u=a1aHR0cHM6Ly9vbmxpbmVsaWJyYXJ5LndpbGV5LmNvbS9kb2kvcGRmLzEwLjEwMDIvcGl0cy43MDAxMT9tc29ja2lkPTA1M2RjYzVmN2JmYzZmZGIxMmY4ZDg5NDdhMGQ2ZTA3</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1002/pits.70011" target="_blank" >10.1002/pits.70011</a>
Alternative languages
Result language
angličtina
Original language name
Adaptation to the School Environment Moderates the Effect of Skill‐Specific Performance on Pupils' School Achievement in the First Grade of Elementary School
Original language description
The transition from kindergarten to the first grade of elementary school is a crucial developmental period that can significantly influence pupils' academic trajectories. This study aimed to examine whether adaptation to the school environment moderates the relationship between skill‐specific performance and academic achievement in two core subjects—Czech language and mathematics. A longitudinal design was employed involving 702 first‐grade pupils, with assessments focusing on specific academic skills, overall school achievement, and two dimensions of school adaptation: adaptation to performance demands and adaptation to school rules. Robust statistical methods, including MM‐type regression and moderation analysis, were applied. Results showed that in Czech language, reading and writing skills significantly predicted achievement, while language skills alone did not. In mathematics, the application of numerical operations in word problems and visuospatial abilities had the strongest predictive effects, whereas basic numerical knowledge had no significant impact. Crucially, both aspects of adaptation to the school environment moderate these relationships, with stronger adaptations enhancing the impact of specific skills on academic achievement. These findings directly support that adaptation to the school environment moderates the relationship between skill‐specific performance and academic achievement. The results show that stronger adaptation—both to performance demands and school rules—amplifies the impact of students' reading, writing, and problem‐solving skills on academic success in Czech language and mathematics.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
—
Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Psychology in the Schools
ISSN
0033-3085
e-ISSN
1520-6807
Volume of the periodical
2025
Issue of the periodical within the volume
62
Country of publishing house
US - UNITED STATES
Number of pages
11
Pages from-to
4371-4381
UT code for WoS article
001510610100001
EID of the result in the Scopus database
2-s2.0-105008582181