Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior

Autor/inn/en	Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Pun, Wik Hung; Maczuga, Steve
Titel	Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior
Quelle	In: Child Development, 90 (2019) 5, S.1802-1816 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13095
Schlagwörter	Kindergarten; Executive Function; Grade 2; Academic Achievement; Behavior Problems; Prediction; Longitudinal Studies; Elementary School Students; Statistical Analysis; Inhibition; Correlation; Reading Achievement; Mathematics Achievement; Science Achievement; Early Intervention; Children; Surveys; Cognitive Ability; Cognitive Tests; Child Behavior; Questionnaires; Regression (Statistics); Early Childhood Longitudinal Survey; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Schulleistung; Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Hemmung; Korrelation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Child; Kind; Kinder; Survey; Umfrage; Befragung; Denkfähigkeit; Kognitiver Fähigkeitstest; Fragebogen; Regression; Regressionsanalyse
Abstract	Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, M[subscript age] = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF--working memory, cognitive flexibility, and inhibitory control--positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning. [For the corresponding grantee submission, see ED583821.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01