Literaturnachweis - Detailanzeige
Autor/inn/en | Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews |
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Titel | Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement |
Quelle | In: Developmental Psychology, 53 (2017) 5, S.836-844 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/dev0000296 |
Schlagwörter | Executive Function; Attention Control; Student Behavior; Preschool Children; Elementary Education; School Readiness; Grade 1; Elementary School Students; Observation; Longitudinal Studies; Predictor Variables; Learner Engagement; Socioeconomic Status; Gender Differences; Age Differences; Self Control; Statistical Analysis; Short Term Memory; Tests Aufmerksamkeitstest; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementarunterricht; Readiness for school; School ability; Schulreife; School year 01; 1. Schuljahr; Schuljahr 01; Beobachtung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Selbstbeherrschung; Statistische Analyse; Kurzzeitgedächtnis; Examination; Prüfung; Examen |
Abstract | The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |