Executive Functioning and School Adjustment: The Mediational Role of Pre-kindergarten Learning-related Behaviors.
Executive Functioning and School Adjustment: The Mediational Role of Pre-kindergarten Learning-related Behaviors.
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DOI：
10.1016/j.ecresq.2014.09.001
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发表时间：
2015
影响因子：
3.7
通讯作者：
Heinrichs B
中科院分区：
文献类型：
--
作者：
Sasser TR;Bierman KL;Heinrichs B
对 22 个 Head Start 教室中的 164 名四岁儿童（14% 拉丁美洲人、30% 非裔美国人、56% 欧洲裔美国人；57% 女孩）进行了跟踪调查直至三年级。生长曲线模型用于估计学前班执行功能（EF）技能和学术技能发展轨迹（数学、识字、整体学术功能）和学校社会情绪调整（社交能力、攻击性）之间的预测关联，并控制儿童性别、种族、言语智商和学前班基线分数。我们检查了直接发展途径和间接途径，其中学前EF和小学适应之间的关联是由课堂学习行为调节的。学前教育显着预测了后来的数学技能、学术功能和社交能力，并略微预测了后来的识字技能。学前学习行为完全调节了 EF 与后来的识字技能和社交能力之间的关联，但没有调节 EF 与后来的数学技能或学术功能之间的关联。讨论了对发展理论和早期教育的影响。
164 four-year-old children (14% Latino American, 30% African American, 56% European American; 57% girls) in 22 Head Start classrooms were followed through third grade. Growth curve models were used to estimate the predictive associations between pre-kindergarten executive function (EF) skills and trajectories of academic skill development (math, literacy, overall academic functioning) and social-emotional adjustment at school (social competence, aggression), controlling for child sex, race, verbal IQ, and pre-kindergarten baseline scores. Direct developmental pathways were examined, along with indirect pathways, in which the association between preschool EF and elementary school adjustment was mediated by classroom learning behaviors. Preschool EF significantly predicted later math skills, academic functioning, and social competence, and marginally predicted later literacy skills. Preschool learning behaviors fully mediated the association between EF and later literacy skills and social competence, but did not mediate associations between EF and later math skills or academic functioning. Implications for developmental theory and early education are discussed.