Directly Assessed and Adult-Reported Executive Functions: Associations with Academic Skills in Ghana

Autor/inn/en	Ahmed, Ishita; Steyer, Lily; Suntheimer, Noelle M,; Wolf, Sharon; Obradovic, Jelena
Titel	Directly Assessed and Adult-Reported Executive Functions: Associations with Academic Skills in Ghana
Quelle	81 (2022), Artikel 101437 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0193-3973
Schlagwörter	Foreign Countries; Executive Function; Academic Ability; Performance Based Assessment; Measurement Techniques; Predictor Variables; Literacy; Numeracy; Correlation; Student Behavior; Student Evaluation; Grade 3; Grade 4; Elementary School Students; Memory; Self Control; Reading Skills; Mathematics Skills; Ghana + Suchen Sie Ihr Suchwort? Ausland; Leistungsermittlung; Messtechnik; Prädiktor; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Korrelation; Student behaviour; Schülerverhalten; Schulnote; Studentische Bewertung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Gedächtnis; Selbstbeherrschung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Extant work on the importance of children's executive function (EF) for academic skills typically employs either direct assessments of EF skills or adult reports of children's EF behaviors. Each approach has advantages, yet few studies have examined how different EF measurement approaches distinctly relate to child outcomes. We examined how direct assessment of EF skills and teacher- and assessor-reports of EF behaviors uniquely predicted literacy and numeracy skills in the Greater Accra region of Ghana (N = 371, average age = 9.3 years). All three EF measures demonstrated significant associations with children's concurrent numeracy and literacy performance. Controlling for previous academic skills, direct assessment of EF skills predicted numeracy, teacher-report of EF behaviors predicted literacy, and assessor-report predicted both. Adapted EF measures uniquely contribute to students' academic skills in a context where educational experiences tend to be teacher-directed and emphasize obedience, suggesting that promoting EF can support learning in Ghana. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01