Executive Function, Learning-Related Behaviors, and Science Growth from Kindergarten to Fourth Grade

Autor/inn/en	Anthony, Christopher J.; Ogg, Julia
Titel	Executive Function, Learning-Related Behaviors, and Science Growth from Kindergarten to Fourth Grade
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1563-1581 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anthony, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000447
Schlagwörter	Executive Function; Child Behavior; Learning; Science Achievement; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Longitudinal Studies; Surveys; Short Term Memory; Cognitive Processes; Reading Achievement; Mathematics Achievement; Early Childhood Longitudinal Survey; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Lernen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Recent research has indicated that science-based achievement gaps open early in children's educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children's executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as key factors promoting reading and mathematics achievement, but have not been extensively examined for science outcomes. In addition to exerting individual effects on science achievement, these factors may work in tandem such that the effects of EF on science achievement are partially mediated by learning-related behaviors. To explore the effects of these variables on science achievement, the current study used a large, nationally representative sample from the Early Childhood Longitudinal Study--Kindergarten Cohort of 2010-2011. Conditional longitudinal growth curve modeling and mediation models indicated that 2 components of EF, cognitive flexibility and working memory, along with learning-related behaviors both had substantial effects on science achievement growth across children's elementary school years. The magnitude of these effects, however, was notably different for science achievement when compared with reading and mathematics achievement. Furthermore, some of the effect of cognitive flexibility and working memory on science achievement were mediated through learning-related behaviors. Results provided detailed information about the relationship between EF, learning-related behaviors, and children's growth in science achievement. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01