The Moderating Role of Two Learning Related Behaviours in Preschool Children's Academic Outcomes: Learning Behaviour and Executive Function

Autor/inn/en	Beisly, Amber; Kwon, Kyong-Ah; Jeon, Shinyoung; Lim, Chaehyun
Titel	The Moderating Role of Two Learning Related Behaviours in Preschool Children's Academic Outcomes: Learning Behaviour and Executive Function
Quelle	In: Early Child Development and Care, 192 (2022) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beisly, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1732364
Schlagwörter	Executive Function; Learning Strategies; Mathematics Skills; Reading Skills; Socioeconomic Status; Preschool Children; Preschool Education; Correlation; Teacher Role; Listening Skills; Self Control; Student Participation; Achievement Gap; Student Behavior; Language Skills; Emergent Literacy; Achievement Tests; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Lehrerrolle; Selbstbeherrschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student behaviour; Schülerverhalten; Language skill; Sprachkompetenz; Frühleseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Executive function and learning behaviour play an important role in children's academic outcomes by helping them maintain attention, work cooperatively, and stay focused, especially for those from lower family socioeconomic status (SES) backgrounds. This study explored whether these learning-related skills were associated with children's concurrent math and literacy skills and whether they moderated the associations of family SES with math and literacy skills. Preschool children (n = 179) from early childhood education settings were directly assessed on executive function, math, and literacy skills. Executive function and learning behaviour were significantly correlated with children's math and literacy outcomes. Learning behavior moderated the association between family SES and child math outcomes. Teachers may support learning behaviour by teaching active listening and frustration management techniques, thus motivating children to actively participate in learning. This serves to buffer the negative impacts of family SES on children's academic outcomes, specifically math skills. (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