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ERIC Number: EJ858279
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
The Contributions of "Hot" and "Cool" Executive Function to Children's Academic Achievement, Learning-Related Behaviors, and Engagement in Kindergarten
Brock, Laura L.; Rimm-Kaufman, Sara E.; Nathanson, Lori; Grimm, Kevin J.
Early Childhood Research Quarterly, v24 n3 p337-349 2009
Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both "cool" cognitive and "hot" emotional components. This study asks: (a) what are the relative contributions of "hot" and "cool" EF to children's academic achievement? (b) What are the relative contributions of "hot" and "cool" EF to learning-related classroom behaviors and observed engagement? (c) Do learning-related classroom behaviors and observed engagement account for the relation between EF and achievement? For a sample of 173 kindergarteners, cool EF predicted math achievement, learning-related classroom behaviors, and observed engagement. Hot EF did not predict any achievement or behavior outcomes when examined concurrently with cool EF. Children's classroom behavior did not account for the relation between cool EF and math achievement, suggesting cool EF and math performance are directly associated. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A