Off-Task Behavior in Kindergarten: Relations to Executive Function and Academic Achievement

Autor/inn/en	Moffett, Lillie; Morrison, Frederick J.
Titel	Off-Task Behavior in Kindergarten: Relations to Executive Function and Academic Achievement
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.938-955 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000397
Schlagwörter	Self Control; Executive Function; Inhibition; Short Term Memory; Child Behavior; Attention Control; Academic Achievement; Classification; Task Analysis; Time on Task; Learning Processes; Classroom Environment; Kindergarten; Prediction; Peer Relationship; Teaching Methods; Grade 1; Elementary School Students; Correlation; Reading Comprehension; Reading Achievement + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Hemmung; Kurzzeitgedächtnis; Aufmerksamkeitstest; Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Aufgabenanalyse; Zeitaufwand; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Vorhersage; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Leseverstehen; Leseleistung
Abstract	Behavioral self-regulation supports young children's learning and is a strong predictor of later academic achievement. The capacity to manage one's attention and control one's behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to investigate how EF manifests in the classroom context and in children's overt behavior. The current study observed 172 kindergarteners for a single school day and captured the total proportion of class time children were off-task in the classroom. This behavior was further classified into specific subtypes to assess whether these categorizations differentially predicted components of EF and academic achievement in first grade. Results indicated that children with lower response inhibition spent statistically significantly more time in one type of off-task behavior (i.e., off-task actively engaging with other materials), and children with lower working memory spent significantly more time in another type of off-task behavior (i.e., off-task passively disengaged). Higher proportion of class time spent off-task passively disengaged in kindergarten further statistically significantly predicted fewer gains in reading comprehension in first grade. These findings illustrate the utility of measuring children's EF in a classroom context, and how fine-grained observation systems can shed light on the specific classroom and child processes that influence learning. (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	2024/1/01