Executive Function and Academic Achievement: Longitudinal Relations From Early Childhood to Adolescence
Executive Function and Academic Achievement: Longitudinal Relations From Early Childhood to Adolescence
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DOI：
10.1037/edu0000296
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发表时间：
2019-04-01
影响因子：
4.9
通讯作者：
Davis-Kean, Pamela
中科院分区：
文献类型：
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作者：
Ahmed, Sammy F.;Tang, Sandra;Davis-Kean, Pamela
从NICHD研究的早期儿童保育（N = 1273）的数据进行了分析，以评估在幼儿（54个月）和青春期（15年）的执行功能（EF）组件之间的纵向关系，并预测学业成绩。我们发现，在控制了早期成就，人口统计学和家庭环境变量后，只有54个月时的工作记忆显著预测了15岁时的工作记忆，并且工作记忆是15岁时成就的唯一显着EF预测因子。与此相反，所有早期成就的措施，后来的成就显着的预测。此外，没有人口统计学或家庭环境变量在54个月显着预测EF在15，只有母亲的教育显着解释青少年数学和识字成绩的差异。这些发现证明了工作记忆的可预测性，并强调了其对整个发展过程中学术成果的重要性。然而，缺乏协会的学前抑制和注意力的措施，控制后的早期成就，人口和家庭环境变量，在青春期的相应措施表明，需要更多的发展敏感的措施EF。鉴于本研究中使用的EF测量通常用于教育和心理研究，应更多地关注了解跨发展的心理测量特性。
Data from the NICHD Study of Early Child Care (N = 1273) were analyzed to assess the longitudinal relations among executive function (EF) components in early childhood (54 months) and adolescence (15 years) and their prediction of academic achievement. We found that after controlling for early achievement, demographic, and home environment variables, only working memory at 54 months significantly predicted working memory at 15 years and that working memory was the only significant EF predictor of achievement at age 15. In contrast, all early achievement measures were significant predictors of later achievement. Furthermore, no demographic or home environment variables at 54 months significantly predicted EF at 15, and only maternal education significantly explained variance in adolescent math and literacy achievement. These findings demonstrate the predictability of working memory and highlight its importance for academic outcomes across development. However, the lack of associations of preschool inhibition and attention measures, after controlling for early achievement, demographic, and home environment variables, to corresponding measures in adolescence suggests the need for more developmentally sensitive measures of EF. Given that the EF measures used in this study are commonly used in educational and psychological research, more care should go into understanding the psychometric properties across development.