Cognitive and Emotional Processes as Predictors of a Successful Transition Into School
Cognitive and Emotional Processes as Predictors of a Successful Transition Into School
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DOI：
10.1080/10409289.2016.1183434
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发表时间：
2017-01-01
影响因子：
2.9
通讯作者：
Marcovitch, Stuart
中科院分区：
文献类型：
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作者：
Blankson, A. Nayena;Weaver, Jennifer Miner;Marcovitch, Stuart
研究发现：本研究的目的是描述有助于早期学校成功的发展过程。为了实现这一目标，我们研究了263名儿童（42%非白人）在3岁和4岁时的情绪调节、执行功能、情绪知识和元认知作为5岁成绩和学校适应的远端和近端预测因子。我们还探索了这四个过程在预测5岁预后中的中介途径。结果显示，这四个过程都影响了成绩和学校适应，但方式不同，执行功能是一个关键的预测因素。实践或政策：执行功能被发现是预测幼儿园成绩和学校表现的关键因素。这一发现为开发执行功能培训项目提供了支持，该项目可应用于学前课堂，特别是促进阅读发展。然而，额外的重点应该放在认知和情感过程在学龄前，以促进最佳发展。
Research Findings: The aim of this research was to delineate developmental processes that contribute to early school success. To achieve this aim, we examined emotion regulation, executive functioning, emotion knowledge, and metacognition at ages 3 and 4 as distal and proximal predictors of age 5 achievement and school adjustment in a sample of 263 children (42% non-White). We also explored mediational pathways among these 4 processes in the prediction of the age 5 outcomes. Results revealed that all 4 processes affected achievement and school adjustment, but in different ways, with executive functioning emerging as a key predictor. Practice or Policy: Executive functioning was found to be a key factor in predicting achievement and school performance in the kindergarten year. This finding provides support for the development of executive functioning training programs that can be applied in the preschool classroom, particularly for promoting reading development. However, additional emphasis should be placed on both cognitive and emotional processes in the preschool years to promote optimal development.