School readiness and later achievement
School readiness and later achievement
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DOI：
10.1037/0012-1649.43.6.1428
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发表时间：
2007-11-01
影响因子：
4
通讯作者：
Duckworth, Kathryn
中科院分区：
文献类型：
--
作者：
Duncan, Greg J.;Claessens, Amy;Duckworth, Kathryn
使用6个纵向数据集，作者估计了学校准备的三个关键要素入学学术，注意力和社会情感技能与后来的学校阅读和数学成绩之间的联系。为了分离这些入学技能的影响，作者确保他们的大多数回归模型控制了入学前测量的认知，注意力和社会情感技能，以及一系列家庭背景测量。在所有6项研究中，最能预测未来成就的是入学数学、阅读和注意力技能。对结果的元分析显示，早期数学技能具有最大的预测能力，其次是阅读，然后是注意力技能。相比之下，社会情绪行为的措施，包括内化和外化的问题和社会技能，通常是无关紧要的预测以后的学业成绩，即使是在儿童与相对较高的问题行为水平。男孩和女孩以及来自高社会经济背景和低社会经济背景的儿童的关联模式相似。
Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness-school-entry academic, attention, and socioemotional skills-and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measure,,;. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.