The Research Connections website is in the process of transitioning all datasets and related materials to the Child & Family Data Archive. Child care and early education research, publications and other resources will remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors

Resource Type: Reports & Papers
Author(s): Sasser, Tyler R.; Bierman, Karen L.; Heinrichs, Brenda S.;
Date Issued: Q1 2015
Description: This longitudinal study tested the roles of pre-kindergarten executive function (EF) and learning-related behaviors as predictors of the level and rate of growth in children's academic performance and social adjustment from kindergarten through third grade. Growth curve models were used to estimate direct pathways between EF and trajectories of academic skill development (math, reading, overall academic functioning) and social-emotional adjustment (social competence, aggression), controlling for child gender, race, verbal IQ, and pre-kindergarten baseline scores. In addition, indirect pathways were explored, in which the association between pre-kindergarten EF and elementary school adjustment was mediated by learning-related behaviors. Pre-kindergarten EF directly predicted the level and rate of growth of later math skills and the level of teacher-rated academic functioning. Pre-kindergarten learning-related behaviors directly predicted the level and rate of growth of later reading skills, and the level of teacher-rated social competence and aggression. In addition, pre-kindergarten EF indirectly promoted later reading skills, social competence, and reduced aggression, via its association with learning-related behaviors. Findings from the present study suggest that a parallel focus on EF and learning-related behaviors is warranted in efforts to promote school readiness and adjustment. (author abstract)
show entire record ↓
Funder(s): National Institute of Child Health and Human Development (U.S.) ; Institute of Education Sciences (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 30
Issue Number: 1A
Page Range: 70-79
Topics: Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or measures used in its creation.

Head Start REDI (Research-based, Developmentally Informed) Administration for Children and Families/OPRE Projects
Pencil Tap Instruments
Dimensional Change Card Sort Instruments
Social Competence Scale - Teacher Version Instruments
Academic Performance Rating Scale Instruments
+ 6 more



Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Learning-related social skills as a mediator between teacher instruction and child achievement in Head Start Reports & Papers
The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school Reports & Papers
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors Reports & Papers
The emergence of learning-related social skills in preschool children Reports & Papers
Preschool and kindergarten teachers' beliefs about early school competencies: Misalignment matters for kindergarten adjustment Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.