Children's Early Approaches to Learning and Academic Trajectories Through Fifth Grade
Children's Early Approaches to Learning and Academic Trajectories Through Fifth Grade
复制标题
DOI：
10.1037/a0020066
复制
发表时间：
2010-09-01
影响因子：
4
通讯作者：
Haas, Kelly
中科院分区：
文献类型：
--
作者：
Li-Grining, Christine P.;Votruba-Drzal, Elizabeth;Haas, Kelly
儿童的早期学习方法（ATL）提高了他们对正式学校教育开始时所经历的要求的适应能力。目前的研究使用个人成长模型来调查儿童的早期ATL，其中包括持久性，情绪调节和注意力，是否解释了他们在小学期间的学业轨迹的个体差异。本调查使用幼儿纵向研究-幼儿园队列（ECLS-K）的数据，通过幼儿园、一年级、三年级和五年级的6波数据，研究了进入幼儿园时的ATL与阅读和数学成绩轨迹之间的关联（n = 10，666）。目前的研究发现，早期ATL与阅读和数学表现的个人轨迹之间存在正相关。总体而言，儿童的早期ATL对儿童同样有益，无论其种族/民族和社会经济背景如何。然而，早期ATL和学术轨迹之间的联系因性别和数学和阅读成绩的初始水平而异。
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.