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ERIC Number: EJ1065979
Record Type: Journal
Publication Date: 2015-Jul
Pages: 14
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0012-1649
Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors
Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner
Developmental Psychology, v51 n7 p865-878 Jul 2015
Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina; Tennessee
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A090533; R305B100016