Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

Autor/inn/en	Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.
Titel	Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool
Quelle	In: Early Education and Development, 26 (2015) 2, S.189-208 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.975033
Schlagwörter	Student Mobility; Place of Residence; Inhibition; Self Control; Academic Achievement; Preschool Children; Early Intervention; At Risk Students; Mathematics Achievement; Reading Achievement; Correlation; Scores; Questionnaires; Parents; Predictor Variables; Educational Attainment; English Language Learners; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Wohnort; Hemmung; Selbstbeherrschung; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Korrelation; Fragebogen; Eltern; Prädiktor; Bildungsabschluss; Bildungsgut
Abstract	Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female) studied in the fall and spring of the preschool year (73% were enrolled in Head Start). Residential mobility was significantly and negatively associated with fall inhibitory control and fall math and literacy. Significant indirect effects of mobility were found for spring math and literacy through inhibitory control and fall achievement. Specifically, the negative relation between mobility and spring math and literacy was partially explained by lower scores on fall inhibitory control and academic skills. Practice or Policy: The current study contributes to the existing literature by specifying pathways linking frequent moves and achievement for young children. Policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01