Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

Autor/inn/en	McClelland, Megan M.; Acock, Alan C.; Piccinin, Andrea; Rhea, Sally Ann; Stallings, Michael C.
Titel	Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes
Quelle	In: Early Childhood Research Quarterly, 28 (2013) 2, S.314-324 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.07.008
Schlagwörter	Reading Achievement; Persistence; Outcomes of Education; Educational Attainment; Adoption; Reading Skills; Attention Span; Vocabulary Skills; Preschool Children; Educational Objectives + Suchen Sie Ihr Suchwort? Leseleistung; Ausdauer; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Reading skill; Lesefertigkeit; Aktiver Wortschatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Educational objective; Bildungsziel; Erziehungsziel
Abstract	This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children's early attention span-persistence for later school achievement and educational attainment. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10