Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control.

Normandeau, Sylvie; Guay, Frédéric

doi:10.1037/0022-0663.90.1.111

Cited by 178 publications

(156 citation statements)

References 88 publications

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“…Dois artigos selecionaram crianças com déficit de atenção e/ou hiperatividade (Rabiner & Coie, 2000;Velting & Grover, 1997) e três artigos selecionaram crianças com problemas de comportamento (Miles & Stipek, 2006;Normandeau & Guay, 1998;.…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

“…Quatro artigos iniciam a sua avaliação no jardim da infância (Miles & Stipek, 2006;Normandeau & Guay, 1998;Rabiner & Coie, 2000;Velting & Grover, 1997). Um estudo inicia nos 4-8 meses .…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

“…Baixo desempenho em leitura é mais comum em meninos (McCall et al, 2000) e a associação de dificuldades de leitura com problemas de comportamento também é maior neste gênero ; 6. O impacto dos problemas de comportamento no desempenho escolar depende do momento de escolarização (Miles & Stipek, 2006;Normandeau & Guay, 1998;Rabiner & Coie, 2000;Velting & Grover, 1997); 7. A criança com TDAH está mais exposta à instabilidade ambiental (Chadwick et al, 1999;Barkley et al, 1990;Biedermann et al, 1996;.…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

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Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

D'Abreu

Marturano

2010

Estud. psicol. (Natal)

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ResumoFoi feito um levantamento na literatura de estudos prospectivos e longitudinais investigando a associação entre problemas de comportamento externalizantes e baixo desempenho escolar no ensino fundamental, no período de 1990 a 2006. Por meio dos sistemas PsycInfo, Medline, Lilacs, Scielo e Web of Science, foram selecionados e adquiridos 18 artigos, classificados em quatro categorias: estudos com amostras clínicas; estudos comparando grupos com ou sem comorbidade; estudos que buscam testar modelos de trajetória de desenvolvimento; estudos sobre precursores da associação entre problemas de comportamento e baixo desempenho escolar. A análise dos artigos evidencia que a co-ocorrência de baixo desempenho escolar e problemas externalizantes sugere a influência de variáveis antecedentes, como condições adversas na família e baixo nível socioeconômico. Indica, ainda, que a associação traz mau prognóstico às crianças, como comorbidades com transtornos psiquiátricos, posteriores problemas acadêmicos e de comportamento anti-social, evidenciando a situação de risco psicossocial em que se encontram.Palavras-chave: baixo desempenho escolar; problemas de comportamento externalizantes; TDAH; estudo longitudinal. AbstractAssociation between externalizing behavior and underachievement: a review of prospective and longitudinal studies. A survey in the literature of prospective and longitudinal studies was made investigating the association between externalizing behavior and underachievement in the period of 1990-2006. It was used PsycInfo, Medline, Lilacs, Scielo and Web of Science systems and it was selected and acquired 18 articles, classified in four categories: studies with clinical samples; studies comparing groups with or without comorbidity; studies that try to establish or to test models of developmental trajectory; studies of precursors of the association between behavior problems and underachievement. The analysis of articles evidences that the co-occurrence of underachievement and externalizing behavior suggests the influence of antecedent variables, such as adverse conditions in the family and low socio-economic level. It indicates that the association brings bad prognostic to the children, such as comorbidity with psychiatric disorders, later academic problems, and antisocial behavior, evidencing the psychosocial risk situation in that they are.

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Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

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Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

D'Abreu

Marturano

2010

Estud. psicol. (Natal)

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“…Among the individual factors associated with academic success, most research has focused on anxiety (Ashcraft, 2002;Eady, 1999;Normandeau & Guay, 1998;Strauss, Frame, & Forehand, 1987), aggression (Farmer, Bierman, & Conduct Problems Prevention Research Group, 2002;Wentzel, 1993), verbal abilities (Kastner, May, & Hildman, 2001, and intelligence (Lassiter & Bardos, 1995; Lynam, Moffit, & Stouthamer-Loeber, 1993). Because of the co-occurrence of children's emotional and behavioral difficulties and academic difficulties (Dodge & Petit, 2003;Horn & Packard, 1985), one additional factor that is important to investigate is emotion regulation.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

The role of emotion regulation in children's early academic success

Graziano

Reavis

Keane

et al. 2007

Journal of School Psychology

743

445

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This study investigated the role of children's emotion regulation skills and academic success in kindergarten, using a sample of 325 five-year-old children. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher reports of children's academic success and productivity in the classroom and standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. Findings are discussed in terms of how emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing and independent learning behavior, both of which are important for academic motivation and success.Keywords emotion regulation; academic success; student-teacher relationship; behavior problems; elementary students The Role of Emotion Regulation in Children's Early Academic SuccessThe early childhood years have recently been identified as a crucial period for the development of important executive functions such as attention, inhibition, working memory (Anderson, 2002;Blair, 2002) and literacy skills (Aram, 2005) that are necessary for successful school transition and later academic success. Children demonstrating early academic and learning difficulties are not only more likely to display later academic difficulties including school drop-out (Horn & Packard, 1985), but they are also at risk for developing later peer rejection (Ladd, 1990;Risi, Gerhardstein, & Kistner, 2003) as well as emotional and behavioral disorders including conduct disorder (Bennett, Brown, Boyle, Racine, & Offord, 2003; Moffit, Gabrielli, Mednick, & Schulsinger, 1981). Given these negative outcomes as well as the consistent finding that academic success tends to be stable after first grade (Entwisle & Hayduk, 1988), researchers have attempted to examine sociocultural, school, family, and individual factors that contribute to a child's early school Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public AccessAuthor Manuscript J Sch Psychol. Author manuscript; available in PMC 2010 December 20. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript success. Among the individual factors associated with academic success, most resear...

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“…NIH-PA Author Manuscript NIH-PA Author Manuscript programs as a means to foster the motivation, cooperation, and focused persistence needed for social and academic success in school (see also Denham & Burton, 2003;McClelland et al, 2006;Normandeau & Guay, 1998).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control.

Cited by 178 publications

References 88 publications

Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

The role of emotion regulation in children's early academic success

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

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