Does social–behavioral adjustment mediate the relation between executive function and academic readiness?

Baptista, Joana; Osório, Ana Alexandra Caldas; Martins, Eva Costa; Veríssimo, Manuela; Martins, Carla

doi:10.1016/j.appdev.2016.05.004

Cited by 37 publications

(31 citation statements)

References 75 publications

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“…It is frequently suggested that research investigating the factors that contribute to a successful transition to school ought to follow child-by-environment models and consider both child and social-environmental influences (Palermo et al, 2007). Yet, research generally considers either child factors, such as EF, or social factors, such as peer or parent-child relationships, and rarely bridges these two sets of influences (Baptista et al, 2016). Likewise, there is mounting interest in the early social factors that promote child EF on one hand, and in EF's contribution to school achievement on the other hand.…”

Section: Discussionmentioning

confidence: 99%

From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness

2018

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This study aimed to test a four‐wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.

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Section: Discussionmentioning

confidence: 99%

From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness

2018

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“…For example, early mathematics achievement predicts later reading achievement as strongly or more strongly than early reading achievement (Duncan et al., ). Similarly, children's behavior can predict their achievement (e.g., Duncan et al., ) and may also mediate initially observed relations between EF and achievement (Baptista, Osório, Martins, Verissimo, & Martins, ; Vitiello, Greenfield, Munis, & George, ). Yet behavior has only occasionally been included as a potential confound when examining predictive relations with specific EF processes (McClelland et al., ).…”

Section: Hypothesized Contributions Of Ef To Achievement and Behaviormentioning

confidence: 97%

Kindergarten Children's Executive Functions Predict Their Second‐Grade Academic Achievement and Behavior

et al. 2018

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Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, M = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF-working memory, cognitive flexibility, and inhibitory control-positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.

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“…In this paper we aim to explore: (1) predictors of children's socio-emotional skills and behaviour, and 2 There is a small corpus of studies (Doctoroff et al 2016;Baptista et al 2016 . Following these studies, we propose the first hypothesis: (1) children's mathematics performance in preschool will predict their socio-emotional skills and behaviour at entry to school.…”

Section: Aimsmentioning

confidence: 99%

Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia

et al. 2018

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Young children's socio-emotional skills are important for understanding their own and other's behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the links between early socio-emotional skills, behaviour, and mathematics and literacy performance of preschool children in Serbia over time. Children (N = 159) aged 5-8 were rated by the teachers on their socio-emotional skills and behaviour, and their literacy and mathematics assessed at three-time points over 14 months, twice in preschool and once at entry to school. At Time 3, when children entered school, their socio-emotional skills and behaviour were associated with gender, mathematics at Time 1 and their socio-emotional and behaviour ratings at Time 2, controlling for maternal education and literacy at Time 1. Mathematics at Time 3 was associated with mathematics at Time 2, controlling for gender, maternal education, literacy and behaviour at Time 1. No socio-emotional skills or specific behaviour were significant for mathematics. Literacy at Time 3 was associated with mathematics and social skills at Time 1, and literacy at Time 2, controlling for gender and maternal education. At all three times, girls were rated more positively than boys in socioemotional skills and behaviour, except for adjustment to school setting where there were no differences. This study offers the first insight into the links between socio-emotional skills, behaviour and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings.

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Does social–behavioral adjustment mediate the relation between executive function and academic readiness?

Cited by 37 publications

References 75 publications

From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness

From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness

Kindergarten Children's Executive Functions Predict Their Second‐Grade Academic Achievement and Behavior

Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia

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