Predictors of early growth in academic achievement: the head-toes-knees-shoulders task.
Predictors of early growth in academic achievement: the head-toes-knees-shoulders task.
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DOI：
10.3389/fpsyg.2014.00599
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发表时间：
2014
影响因子：
3.8
通讯作者：
Pratt ME
中科院分区：
文献类型：
--
作者：
McClelland MM;Cameron CE;Duncan R;Bowles RP;Acock AC;Miao A;Pratt ME
儿童的行为自我调节和执行功能(EF；包括注意力或认知灵活性、工作记忆和抑制性控制)是学习成绩的有力预测因素。本研究通过评估结构效度，包括与EF测量的关系，以及对幼儿园和幼儿园之间学业成就增长的预测效度，检验了一种名为头-趾-膝-肩(HTKS)的行为自我调节指标的心理测量学特性。在幼儿园和幼儿园的秋季和春季，对208名儿童(51%注册在Head Start中)进行了HTKS、认知灵活性、工作记忆(WM)和抑制性控制的测量，以及新兴识字、数学和词汇的测量。在结构效度方面，幼儿园和幼儿园的HTKS与认知灵活性、工作记忆和抑制性控制显著相关。对于幼儿园前儿童的预测效度，随机效应模型表明，HTKS显著预测了数学的增长，而认知灵活性任务显著预测了数学和词汇的增长。在幼儿园，HTKS是唯一能显著预测所有学业成绩增长的指标。另一种保守的分析方法，固定效应分析(FEA)模型也表明，HTKS和EF测量的增长都显著预测了从学龄前到幼儿园的四个时间点的数学增长。结果表明，HTKS包括认知灵活性、工作记忆和抑制性控制，并与早期成就有实质性的关联，与幼儿园期间的成就增长和涌现的数学联系最密切。
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics.
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