Examining the Indirect Effects of Kindergarteners' Executive Functions on Their Academic Achievement in the Middle Grades of Elementary School

Autor/inn/en	Nakamichi, Naoko; Nakamichi, Keito; Nakazawa, Jun
Titel	Examining the Indirect Effects of Kindergarteners' Executive Functions on Their Academic Achievement in the Middle Grades of Elementary School
Quelle	In: Early Child Development and Care, 192 (2022) 10, S.1547-1560 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakamichi, Naoko) ORCID (Nakamichi, Keito)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1913135
Schlagwörter	Kindergarten; Young Children; Elementary School Students; Executive Function; Academic Achievement; Foreign Countries; Mathematics Achievement; Language Skills; Grade 1; Grade 2; Grade 3; Grade 4; Predictor Variables; Time Factors (Learning); Japan + Suchen Sie Ihr Suchwort? Frühe Kindheit; Schulleistung; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Prädiktor
Abstract	We investigated whether the cool and hot executive functions (EFs) exhibited by kindergarteners could predict their academic achievement in the middle grades of elementary school. The study assessed the cool and hot EF of 48 Japanese kindergartners (M = 78.12 months) and then measured these same children's academic achievement in language and mathematics between grades one to four. The study's confirmative factor analysis indicated that early childhood EFs have both cool and hot factors. Its structural equation modeling revealed that although both cool and hot early childhood EFs can directly predict academic achievement in grade one, cool EFs had a greater predictive effect. It also found that cool and hot early childhood EFs had an indirect effect on academic achievement between grades two to four insofar as children's academic achievement in grades two to four was predicted sequentially by their previous academic achievements. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01