The Implications of Early Attentional Regulation for School Success among Low-Income Children

Autor/inn/en	Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne
Titel	The Implications of Early Attentional Regulation for School Success among Low-Income Children
Quelle	In: Journal of Applied Developmental Psychology, 33 (2012) 6, S.311-319 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2012.07.005
Schlagwörter	Academic Achievement; School Readiness; Conceptual Tempo; Poverty; Attention Control; Low Income; Longitudinal Studies; Preschool Children; Elementary School Students; At Risk Persons; Prediction; Teacher Attitudes; Mothers; Parent Child Relationship; Affective Behavior; Infant Behavior; Correlation; Intervention + Suchen Sie Ihr Suchwort? Schulleistung; Readiness for school; School ability; Schulreife; Armut; Aufmerksamkeitstest; Niedriglohn; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risikogruppe; Vorhersage; Lehrerverhalten; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Korrelation
Abstract	This study examined the longitudinal associations between attentional regulation in preschool and children's school success in later elementary school within an at-risk sample (N = 2595). Specifically, two facets of attention (focused attention and lack of impulsivity) at age 5 were explored as independent predictors of children's achievement and behavioral competence at age 9. Overall, the pattern of results indicates specificity between the facets of attention and school success, such that focused attention was predictive of achievement outcomes whereas impulsivity was predictive of behavioral outcomes. Both facets of attention predicted the teacher ratings of children's approaches to learning, which suggests that they jointly influence skills that span both domains of school success. Poverty status, maternal warmth, and infant temperament did not moderate these associations. Implications of these findings for interventions targeting school readiness and success among at-risk children are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10