Executive Function Skills and School Success in Young Children Experiencing Homelessness

Autor/inn/en	Masten, Ann S.; Herbers, Janette E.; Desjardins, Christopher David; Cutuli, J. J.; McCormick, Christopher M.; Sapienza, Julianna K.; Long, Jeffrey D.; Zelazo, Philip David
Titel	Executive Function Skills and School Success in Young Children Experiencing Homelessness
Quelle	In: Educational Researcher, 41 (2012) 9, S.375-384 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X12459883
Schlagwörter	Academic Achievement; Factor Analysis; Evidence; Construct Validity; Student Adjustment; Predictive Validity; Disadvantaged Youth; Homeless People; Housing Needs; Intelligence Quotient; Executive Function; Role; Predictor Variables; Kindergarten; Emergency Shelters; Measures (Individuals); Regression (Statistics); Poverty; Achievement Gap; At Risk Persons + Suchen Sie Ihr Suchwort? Schulleistung; Faktorenanalyse; Evidenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Benachteiligter Jugendlicher; Homeless person; Homeless persons; Obdachloser; Intelligenzquotient; Rollen; Prädiktor; Notunterkunft; Messdaten; Regression; Regressionsanalyse; Armut; Risikogruppe
Abstract	The authors examined the role of executive function (EF) skills as a predictor of kindergarten or first-grade adjustment in 138 children living in shelters for homeless families. During the summer, children completed a battery of six EF tasks and three IQ measures. Teachers later rated children's school adjustment in five domains of achievement and social conduct. Confirmatory factor analysis supported the construct validity of EF as distinct from the general factor in IQ tests. The differential predictive validity of EF scores for school adjustment was tested by hierarchical regression analysis in relation to IQ. Results supported the hypothesis that EF has unique predictive significance for homeless children. Findings also corroborate the feasibility and validity of EF assessments in community settings and contribute to growing evidence that EF skills are important for school success. Implications are discussed for addressing educational disparities for homeless and highly mobile children. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10