Children's Early Approaches to Learning and Academic Trajectories through Fifth Grade

Autor/inn/en	Li-Grining, Christine P.; Votruba-Drzal, Elizabeth; Maldonado-Carreno, Carolina; Haas, Kelly
Titel	Children's Early Approaches to Learning and Academic Trajectories through Fifth Grade
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1062-1077 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020066
Schlagwörter	Reading Achievement; Academic Achievement; Kindergarten; Grade 5; Socioeconomic Background; Learning; Longitudinal Studies; Mathematics Achievement; Gender Differences; Evaluation; Age Differences; Data Analysis; Grade 1; Grade 3; Illinois + Suchen Sie Ihr Suchwort? Leseleistung; Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; Sozioökonomische Lage; Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Evaluierung; Age; Difference; Age difference; Altersunterschied; Auswertung; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study- Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, children's early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10