Developmental Transactions between Self-Regulation and Academic Achievement among Low-Income African American and Latino Children

Autor/inn/en	Mills, Britain; Dyer, Nazly; Pacheco, Daniel; Brinkley, Dawn; Owen, Margaret T.; Caughy, Margaret O.
Titel	Developmental Transactions between Self-Regulation and Academic Achievement among Low-Income African American and Latino Children
Quelle	In: Child Development, 90 (2019) 5, S.1614-1631 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caughy, Margaret O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13091
Schlagwörter	Self Control; Preschool Children; Kindergarten; Grade 1; Academic Achievement; Correlation; Low Income Students; African American Students; Hispanic American Students; Age Differences; Reading Skills; Mathematics Skills; Responses; Inhibition; School Readiness; Achievement Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Schulleistung; Korrelation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Age; Difference; Age difference; Altersunterschied; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hemmung; Readiness for school; School ability; Schulreife; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study examined the development of emerging self-regulation (SR) skills across the preschool years and relations to academic achievement in kindergarten and first grade. SR skills of 403 low-income African American and Latino children were measured at 2&1/2, 3&1/2, and 5 years (kindergarten). Reading and math skills were measured at 5 and 6 years (first grade) using the Woodcock-Johnson. Transactional relations between SR skills and achievement outcomes were estimated with latent difference score models. Increases in set shifting predicted prospective increases in reading, but not math scores. Increases in simple response inhibition predicted prospective increases in math, but not reading scores. Application of these findings to early intervention programming and needed supports for school readiness and achievement are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01