Associations among parental education, home environment quality, effortful control, and preacademic knowledge

Merz, Emily C.; Landry, Susan H.; Williams, Jeffrey M.; Barnes, Marcia A.; Eisenberg, Nancy; Spinrad, Tracy L.; Valiente, Carlos; Assel, Michael; Taylor, Heather B.; Lonigan, Christopher J.; Phillips, Beth M.; Clancy-Menchetti, Jeanine; Zucker, Tricia A.; Swank, Paul R.; Crawford, April; Huang, Weihua; Villiers, Jill de; Villiers, Peter de; Starkey, Prentice; Klein, Alice

doi:10.1016/j.appdev.2014.04.002

Cited by 47 publications

(40 citation statements)

References 78 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In line with previous studies (e.g., Kochanska & Kim, 2014;Merz et al, 2014), self-regulated conduct was assessed at age 3. Given that toddlers are limited in their capacities to identify their thoughts and emotions, we used maternal reports and behavioural observation.…”

Section: The Current Studymentioning

confidence: 94%

The role of paternal mind‐mindedness in preschoolers' self‐regulated conduct

Gagné

Bernier

McMahon

2018

Infant and Child Development

View full text Add to dashboard Cite

This study examined the prospective links between paternal mind‐mindedness (MM) and 2 indices of preschoolers' self‐regulated conduct, namely, inhibitory control and rule‐compatible conduct. Ninety‐two families (47 boys) participated in 2 assessments. Paternal MM was assessed with a 10‐min father–child free‐play session when children were aged 18 months. Children's rule‐compatible conduct was reported by mothers when children reached 3 years of age, and inhibitory control was measured with a Snack Delay task, also administered at 3 years. The results suggested that after accounting for the contribution of child temperament (social fearfulness), paternal MM was positively related to children's inhibitory control. In contrast, the relation between paternal MM and mother‐reported rule‐compatible conduct was not significant. The results are interpreted in light of the mechanisms that may account for the links between paternal MM and preschoolers' emerging capacity to voluntarily control their behaviour. Highlights This study examines the prospective links between paternal mind-mindedness and two indices of preschoolers' subsequent self‐regulated conduct. Paternal mind‐mindedness was assessed with father‐child free‐play, and self‐regulated conduct with an inhibitory control task and a mother questionnaire. The results suggest that paternal mind‐mindedness is positively related to children's inhibitory control.

show abstract

Section: The Current Studymentioning

confidence: 94%

The role of paternal mind‐mindedness in preschoolers' self‐regulated conduct

Gagné

Bernier

McMahon

2018

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…The reason for averaging scores across assessments was to reduce the influence of measurement error. In the second study, Merz et al (2014) found that a broad composite measure of EF in a group of two- to four-year-old children predicted emergent mathematics and literacy a year later, even after controlling for initial performance in these domains. However, the mean assessment age in this study was three years.…”

Section: Introductionmentioning

confidence: 92%

Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five

et al. 2017

View full text Add to dashboard Cite

Previous work has shown that individual differences in executive function (EF) are predictive of academic skills in preschoolers, kindergartners, and older children. Across studies, EF is a stronger predictor of emergent mathematics than literacy. However, research on EF in children below age three is scarce, and it is currently unknown whether EF, as assessed in toddlerhood, predicts emergent academic skills a few years later. This longitudinal study investigates whether early EF, assessed at two years, predicts (emergent) academic skills, at five years. It examines, furthermore, whether early EF is a significantly stronger predictor of emergent mathematics than of emergent literacy, as has been found in previous work on older children. A sample of 552 children was assessed on various EF and EF-precursor tasks at two years. At age five, these children performed several emergent mathematics and literacy tasks. Structural Equation Modeling was used to investigate the relationships between early EF and academic skills, modeled as latent factors. Results showed that early EF at age two was a significant and relatively strong predictor of both emergent mathematics and literacy at age five, after controlling for receptive vocabulary, parental education, and home language. Predictive relations were significantly stronger for mathematics than literacy, but only when a verbal short-term memory measure was left out as an indicator to the latent early EF construct. These findings show that individual differences in emergent academic skills just prior to entry into the formal education system can be traced back to individual differences in early EF in toddlerhood. In addition, these results highlight the importance of task selection when assessing early EF as a predictor of later outcomes, and call for further studies to elucidate the mechanisms through which individual differences in early EF and precursors to EF come about.

show abstract

“…Por sua vez, Duckworth e Seligman (2005), num estudo que envolvia alunos do 8º ano do ensino obrigatório nos EUA, verificaram que o autocontrolo avaliado por professores, por pais e pelos próprios alunos, era melhor preditor de vários aspetos do desempenho escolar (v.g., notas no fim do semestre, assiduidade às aulas ou pontuação em provas académicas) do que o próprio QI. Resultados que apontam no mesmo sentido têm sido, de resto, encontrados em estudos recentes que utilizam diferentes amostras e diferentes operacionalizações dos constructos de autocontrolo e de desempenho académico (Duckworth & Carlson, 2013;Merz et al, 2014;Véronneau, Hiatt-Racer, Fosco, & Dishion, 2014).…”

Section: Autocontrolo E Desempenho Académicounclassified

O Papel do Autocontrolo no Desempenho Académico na Transição da Adolescência para a Idade Adulta

Fonseca

Oliveira

Silva

2017

RPP

View full text Add to dashboard Cite

A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. The Role of Self-Control in Academic Performance in the Transition from Adolescence to Adulthood AbstractAlthough there is a considerable amount of evidence that self-control has an important impact on academic achievement, little is known about the role played by its different components in that process. This issue is the main goal of the present work. The data come from a longitudinal study in which several hundred participants were followed up from primary school until their late twenties. Self-report measures were used to assess self-control in adolescence and educational attainment in adulthood, whereas information regarding sociodemographic variables and possible learning difficulties were collected from teachers in elementary school. Results revealed a modest but significant effect of self-control in all measures of academic achievement, even when the confounding variables were statistically controlled for. However, only some components of that construct had a consistent impact in academic achievement: preference for simple tasks, preference for physical activities and, to a lesser extent, impulsivity. It would be interesting to assess in future studies if similar effects are found when other criteria are used to define academic achievement, and whether those three dimensions of low self-control provide a secure basis to develop new intervention strategies aimed at improving young adults' educational level.

show abstract

Associations among parental education, home environment quality, effortful control, and preacademic knowledge

Cited by 47 publications

References 78 publications

The role of paternal mind‐mindedness in preschoolers' self‐regulated conduct

The role of paternal mind‐mindedness in preschoolers' self‐regulated conduct

Early Executive Function at Age Two Predicts Emergent Mathematics and Literacy at Age Five

O Papel do Autocontrolo no Desempenho Académico na Transição da Adolescência para a Idade Adulta

Contact Info

Product

Resources

About