Executive Control throughout Elementary School: Factor Structure and Associations with Early Childhood Executive Control

Autor/inn/en	Nelson, Timothy D.; James, Tiffany D.; Nelson, Jennifer Mize; Tomaso, Cara C.; Espy, Kimberly Andrews
Titel	Executive Control throughout Elementary School: Factor Structure and Associations with Early Childhood Executive Control
Quelle	In: Developmental Psychology, 58 (2022) 4, S.730-750 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Timothy D.) ORCID (Tomaso, Cara C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001314
Schlagwörter	Executive Function; Elementary School Students; Preschool Children; Predictor Variables; Short Term Memory; Inhibition; Self Control; Age Differences; Cognitive Ability; Intelligence Tests; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Kurzzeitgedächtnis; Hemmung; Selbstbeherrschung; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Intelligence test; Intelligenztest
Abstract	This study examined the factor structure of executive control throughout elementary school, as well as associations between executive control abilities in preschool and elementary school. Data were drawn from a longitudinal study of executive control development in a community sample of children (N = 294; 53% female, 47% male) oversampled for low family income (25.4% below poverty line; M[subscript income] = $46,638; SD = $33,256). The sample was representative of the Midwestern city in which the study was conducted in terms of race (71.4% White, 24.5% multiracial, 3.7% Black, and 0.3% Asian American) and ethnicity (14% Hispanic). Children completed a battery of ten performance-based tasks assessing executive control abilities in grades 1 (M[subscript age] = 7.08 years), 2 (M[subscript age] = 8.04 years), 3 (M[subscript age] = 9.02 years), and 4 (M[subscript age] = 9.98 years). Confirmatory factor analysis supported a two-factor structure at each grade with factors representing working memory and inhibitory control/flexible shifting. Measurement invariance testing revealed partial scalar (indicator intercepts) invariance for working memory and partial metric (indicator loadings) and partial scalar invariance for inhibitory control/flexible shifting. Preschool executive control (age 4.5 years), represented by a unitary latent factor, significantly predicted working memory ([beta]s = 0.79, 0.72, 0.81, 0.66) and inhibitory control/flexible shifting ([beta]s = 0.69, 0.64, 0.63, 0.62) factors in grades 1 through 4. Follow-up analyses indicated that the findings were not attributable to general cognitive ability. Findings support greater separability of executive control components in elementary school versus preschool, and considerable continuity of executive control from preschool through elementary school. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01