Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project

Autor/inn/en	Pan, Xinyu S.; Li, Chen; Watts, Tyler W.
Titel	Associations between Preschool Cognitive and Behavioral Skills and College Enrollment: Evidence from the Chicago School Readiness Project
Quelle	In: Developmental Psychology, 59 (2023) 3, S.474-486 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Xinyu S.) ORCID (Watts, Tyler W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001431
Schlagwörter	Preschool Children; Thinking Skills; Behavior Patterns; College Enrollment; African American Students; Hispanic American Students; Low Income Students; Self Control; Behavior Problems; Illinois + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Selbstbeherrschung
Abstract	The current article examines associations between preschool cognitive and behavioral skills and indicators of college enrollment in a sample (n = 379) of primarily Black and Hispanic youth growing up in low-income areas of Chicago. Although we found that most early cognitive and behavioral skills were only weakly or moderately related to later college enrollment, a rating of preschool attention and impulsivity control was a relatively strong predictor. Across most models tested, attention and impulsivity control, executive functioning, and effortful control produced predicted probabilities that were similar in magnitude, or larger, than the effects produced by early math and literacy. There was no indication that early behavioral difficulties were substantive predictors of college enrollment. These descriptive findings suggest that in a low-income sample of children, some early cognitive capabilities related to attention and EF predict longer term college enrollment. We discuss implications for developmental theory and suggest that caution should be applied when projecting likely effects of early skill-focused interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01