Executive Function and Learning Behaviors: Associations with Academic Skills among Preschoolers

Autor/inn/en	Beisly, Amber; Kwon, Kyong-Ah; Jeon, Shinyoung
Titel	Executive Function and Learning Behaviors: Associations with Academic Skills among Preschoolers
Quelle	In: Early Child Development and Care, 190 (2020) 15, S.2469-2483 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beisly, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1585347
Schlagwörter	Executive Function; Preschool Children; Mathematics Skills; Literacy; Teacher Attitudes; Parent Attitudes; Learning Processes; Correlation; Child Behavior; Task Analysis; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Race; Gender Differences; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerverhalten; Elternverhalten; Learning process; Lernprozess; Korrelation; Aufgabenanalyse; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rasse; Abstammung; Geschlechterkonflikt
Abstract	This study examined the associations of preschool children's executive function (EF) and learning behaviour (CLB) with their concurrent academic skills and the role of CLB as a mediator for the EF-academic skills link. One hundred seventy-nine children were assessed on EF and math and literacy skills. Parents and teachers completed a questionnaire that assessed CLB. We found that both EF and CLB were significantly associated with math and literacy skills. However, EF and CLB were not associated, and there was no support for the mediational model of EF on CLB. This finding suggests that EF and CLB may tap unique aspects of children's learning related skills and are directly and independently associated with children's concurrent math and literacy skills. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01