This dissertation examined how anxiety levels and social competence change across the course of early elementary school, as well as how individual differences at the transition to kindergarten may influence these trajectories. Previous research has supported unidirectional relations among anxiety and social competence, but few studies explore how inter- and intra-individual changes in social competence and anxiety may be related across time.
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- Partial requirement for: Ph. D., Arizona State University, 2016Note typethesis
- Includes bibliographical references (pages 87-105)Note typebibliography
- Field of study: Psychology