Individual Differences in Growth in Executive Function across the Transition to School Predict Externalizing and Internalizing Behaviors and Self-Perceived Academic Success at 6 Years of Age

Autor/inn/en	Hughes, Claire; Ensor, Rosie
Titel	Individual Differences in Growth in Executive Function across the Transition to School Predict Externalizing and Internalizing Behaviors and Self-Perceived Academic Success at 6 Years of Age
Quelle	In: Journal of Experimental Child Psychology, 108 (2011) 3, S.663-676 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2010.06.005
Schlagwörter	Hyperactivity; Individual Differences; Verbal Ability; Neuropsychology; Children; Cognitive Processes; Cognitive Development; Elementary School Teachers; Teacher Attitudes; Grade 1; Emotional Response; Symptoms (Individual Disorders); Interpersonal Competence; Behavior Problems; Prediction + Suchen Sie Ihr Suchwort? Hyperaktivität; Individueller Unterschied; Mündliche Leistung; Neuropsychologie; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; Emotionales Verhalten; Psychiatrische Symptomatik; Interpersonale Kompetenz; Vorhersage
Abstract	Building on an existing latent variable analysis of executive function (EF) in children (N=191, 57% boys and 43% girls) making the transition to school (Hughes et al. (2010), "Developmental Neuropsychology", vol. 35, pp. 20-36), the current study both documented average developmental improvements from 4 to 6 years of age and examined individual differences in EF growth in relation to latent factors for two sets of child outcome measures at 6 years: (a) first-grade teachers' ratings of emotional symptoms, hyperactivity, and conduct/peer problems and (b) children's self-perceived academic and social competencies. With effects of concurrent verbal ability and EF controlled, variation in EF slopes across the transition to school predicted variation in latent constructs for (a) all four problem behavior subscales and (b) children's self-reported academic (but not social) competence. These findings underscore the clinical and educational significance of early individual differences in EF and highlight the value of adopting a developmental perspective. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10