The present study sought to determine the relative contributions of two aspects of school adjustment to children’s academic progress. We asked if social integration and persistence of effort mediate effects of preschool academic skills, peer problems, and disruptive behavior on Grade 4 achievement. Results based on a German sample of children from preschool to Grade 4 (N = 526) indicated that persistence of effort in Grade 1 but not social integration predicted later achievement. Preschool disruptive behaviors were associated with lower levels of persistence. Peer problems negatively predicted social integration. Results showed further that students who entered school with stronger math skills were more likely to persist in academic tasks and to be socially well-integrated. Persistence mediated the total effect of preschool math skills on both Grade 4 math (22%) and reading (54%) achievement. The findings substantiate the mediating role of persistence on academic trajectories over the elementary years.

本研究试图确定学校调整对儿童学业进步的两个方面的相对贡献。我们询问了社会融合和坚持不懈的努力是否能调节学前学习技能，同伴问题和破坏性行为对四年级成绩的影响。根据从德国学龄前儿童到4年级的儿童样本（N = 526）得出的结果表明，在1年级坚持不懈的努力而不是社会融合能预示以后的成就。学龄前的破坏行为与持续性水平较低有关。同行问题负面地预测了社会融合。结果进一步表明，以更强的数学技能入学的学生更有可能坚持学习任务并在社会上得到很好的融合。持久性介导了学前数学技能对四年级数学（22％）和阅读（54％）成绩的总体影响。这些发现证实了基本阶段坚持学习轨迹的中介作用。