Peers Matter: Links between Classmates' and Individual Students' Executive Functions in Elementary School

Autor/inn/en	Finch, Jenna E.; Garcia, Elisa B.; Sulik, Michael J.; Obradovic, Jelena
Titel	Peers Matter: Links between Classmates' and Individual Students' Executive Functions in Elementary School
Quelle	In: AERA Open, 5 (2019) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Finch, Jenna E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Peer Groups; Peer Relationship; Classes (Groups of Students); Executive Function; Elementary School Students; Peer Influence; Grade 3; Grade 4; Grade 5; Academic Achievement; Reaction Time; Accuracy; Elementary School Teachers; California (San Francisco) + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Klassengemeinschaft; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Reaktionsvermögen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Students' executive functions (EFs) are linked to school success. Although school-age children spend much of their time interacting with peers, few studies have explored how children's classmates may promote EF development in elementary school. In this study, we test whether mean levels and variability in classmates' EF skills are associated with growth in individual students' accuracy and speed on EF tasks among third, fourth, and fifth graders (N = 806). We find that classmates' speed, but not accuracy, on EF tasks is linked to significant improvements in individual students' EFs over the school year. Classmates' average EFs, as indexed by faster accurate responses on EF tasks, are associated with improvements in individual students' speed on EF tasks. These results were robust to the inclusion of individual students' general processing speed. In contrast, variability in classmates' accuracy and speed on EF tasks was not associated with individual students' EF growth. Our results highlight the role of peers and the school context for EF development in middle childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01