The Association between and Development of School Enjoyment and General Knowledge

Autor/inn/en	Jirout, Jamie J.; Ruzek, Erik; Vitiello, Virginia E.; Whittaker, Jessica; Pianta, Robert C.
Titel	The Association between and Development of School Enjoyment and General Knowledge
Quelle	94 (2023), (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jirout, Jamie J.) ORCID (Ruzek, Erik) ORCID (Vitiello, Virginia E.) ORCID (Whittaker, Jessica) ORCID (Pianta, Robert C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Knowledge Level; Age Differences; Preschool Children; Kindergarten; Young Children; Psychological Patterns + Suchen Sie Ihr Suchwort? Schülerverhalten; Wissensbasis; Age; Difference; Age difference; Altersunterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit
Abstract	Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016-2017) to kindergarten (2017-2018) in 1359 children (M[subscript age] = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models showed significant bidirectional associations between preschool enjoyment and change in general knowledge from preschool to kindergarten with a standardized coefficient of [beta] = 0.21 (p < 0.001) and associations between preschool general knowledge and change in enjoyment, [beta] = 0.09 (p = 0.015). Exploratory analyses with teacher characteristics and demographic subgroup comparisons are discussed. These associations suggest the potential intervention strategy of promoting early school enjoyment to support broader academic development. [This article was published in "Child Development" (EJ1368134).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01