Detailing New Dangers: Linking Kindergarten Chronic Absenteeism to Long-Term Declines in Executive Functioning.
Detailing New Dangers: Linking Kindergarten Chronic Absenteeism to Long-Term Declines in Executive Functioning.
复制标题
详细说明新的危险：将幼儿园长期缺勤与执行功能的长期下降联系起来。
DOI：
10.1086/712426
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Ansari,Arya
中科院分区：
文献类型：
--
作者：
Gottfried,MichaelA;Ansari,Arya
在所有的小学阶段，旷课在幼儿园期间达到顶峰。虽然已经建立了很多关于错过幼儿园上学日对成绩的影响，但还没有建立缺勤和执行功能（EF）技能。然而，在学校早期发展EF技能是至关重要的，错过在校时间可能会产生长期影响。为了探索这种联系，我们询问幼儿园缺勤是否与短期和长期的EF技能发展有关。使用全国代表性数据（N= 14，370）并采用固定效应模型，我们发现幼儿园缺勤与较低的工作记忆和认知灵活性结果有关。尽管我们的证据确实表明，至少在三年级期间，EF技能会出现长期下降，但这种模式因缺勤的定义而异。
Of all elementary school years, absenteeism is at its peak during kindergarten. Although much has been established about the effects of missing kindergarten school days on achievement, nothing has yet been established on absenteeism and executive function (EF) skills. Yet developing EF skills early in school is critical, and missed in-school time might have long-term implications. To explore this link, we asked whether absenteeism in kindergarten was linked to both short- and long-term EF skill development. Using nationally representative data (N= 14,370) and employing fixed-effects modeling, we found that kindergarten absenteeism was linked to lower working memory and cognitive flexibility outcomes. The patterns varied based on definition of absenteeism, though our evidence does suggest long-term declines on EF skills seen through at least third grade.