Early Growth Trajectories of Children's Approaches to Learning: The Contribution of Parent and Family Characteristics

Autor/in	Buek, Katharine W.
Titel	Early Growth Trajectories of Children's Approaches to Learning: The Contribution of Parent and Family Characteristics
Quelle	In: Psychology in the Schools, 56 (2019) 6, S.1053-1072 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buek, Katharine W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22224
Schlagwörter	Learning Strategies; Learning Processes; Kindergarten; Grade 1; Grade 2; Children; Child Development; Demography; Gender Differences; Poverty; Family Structure; Parent Participation; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Child; Kind; Kinder; Kindesentwicklung; Demografie; Geschlechterkonflikt; Armut; Familienkonstellation; Familiensystem; Elternmitwirkung
Abstract	Children's approaches to learning (AtL) has been identified in research and policy as a key domain of children's school readiness. However, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This exploratory study examined the growth of children's AtL over six occasions spanning kindergarten through second grade in the Early Childhood Longitudinal Survey (ECLS-K) class of 2010-2011 as predicted by parenting and family characteristics. Latent classes of AtL growth were identified through growth mixture modeling and regressed onto explanatory covariates to uncover patterns and sources of variation in children's AtL. Results revealed higher and lower AtL growth classes significantly associated with demographic and parenting variables measured in kindergarten. In particular, sex (male) and poverty were associated with lower AtL trajectories, whereas the presence of both biological parents in the household and parent involvement at school and at home predicted membership in the higher AtL group. Implications of these findings for further clarification and exploration of AtL as a construct are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01