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1.
The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent Spring youth completed in-school surveys with items on parental involvement in education, school engagement (affective, behavioural, cognitive engagement) and perceived academic competence. Grades were obtained from official school records. Findings showed that parental involved was positively associated with behavioural and cognitive engagement, which in turn contributed to academic competence and achievement. Results underscore the importance of parental involvement in adolescents’ engagement and academic success and highlight the importance of examining the multiple components of school engagement simultaneously, as we found differential effects for affective, behavioural, and cognitive engagement on academic competence and achievement. 相似文献
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Individual differences are theorised as being key predictors of students’ lecture attendance. Understanding students’ (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students’ deficits in motivations (ability/effort/task value) for studying and their predictive relationship with course attendance, while controlling for prior competence and academic self-concept. Second-year students (n = 219; Female = 40) undertaking three semester-long courses in English as a foreign language participated in the year-long study. The structural model tested included prior achievement and self-concept (Time-1; 15 weeks prior), the motivational deficits for studying in the course (Time-2; ability, effort and task value), and class attendance across the two semesters of study. Self-concept negatively predicted all motivational deficits (moderate-large effects), and positively predicted attendance. Two of the motivational deficits (ability and effort) also had strongly contrasting effects (positive and negative respectively) on attendance. The implications and practical suggestions for intervention are discussed. 相似文献
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Executive functions (EF) can be promoted by classroom interventions. Our study investigated whether (a) an intervention conducted by teachers improves EF in children; (b) there are effects on behaviour and academic achievement; and (c) there are stable benefits in a one-year follow-up. Fifty-eight first-graders, divided into experimental (EG = 28) and control (CG = 30) groups, were assessed in EF, reading and arithmetic tests. Parents and teachers answered EF and behaviour functional scales. The intervention was conducted by teachers in the classroom context. EG children showed greater gains in EF and outperformed controls on reading and arithmetic measures. The EG maintained better performance in the one-year follow-up and showed transfer effect for behaviour measures. The EF intervention may be a useful tool for promoting improved adjustment and academic achievement. 相似文献
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This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program—the Chicago School Readiness Project (CSRP)—may contribute to low-income children's long-term outcomes (N = 466; Mage at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills. 相似文献
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Rebekah Luo Rebecca Harding Barbara Galland Martin Sellbom Amelia Gill 《Early education and development》2013,24(7):947-970
ABSTRACTResearch Findings: Optimal sleep is important for children’s learning and development. Sleep disordered breathing (SDB) refers to a spectrum of conditions from simple snoring to obstructive sleep apnea that is common in childhood and interrupts sleep. We examined pathways between SDB and academic performance of children (N = 163, M age = 6.2 years) one year after school entry. Measures included parent questionnaire and clinical assessment of SDB, standardized tests and rating scales of cognitive and executive functioning, researcher-administered literacy and numeracy tasks, and teacher-reported academic performance. Structural equation modeling (SEM) revealed direct and indirect paths between SDB and poorer academic performance. In indirect models, children’s SDB severity score was significantly linked to poorer executive functioning (β = .38, p < .01) and negatively associated with nonverbal reasoning (β = ?.21, p < .01). Poorer executive functioning, in turn, was negatively related to the verbal composite (β = ?.61, p < .01), with verbal and nonverbal composites associated with academic performance (βs = .56, .27, respectively, p’s < .01). Practice or Policy: These findings point to the need for attention to SDB and its links to potential cognitive sequelae across early development. Practitioners equipped with knowledge of SDB symptoms can facilitate referral for appropriate consultation and evaluation. 相似文献
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AbstractInternational evidence indicates there may be little or no academic benefit for children who are retained, and the possibility of negative long term socio-emotional outcomes for these children. Drawing on data from the nationally representative Longitudinal Study of Australian Children (n = 4464), this paper provides an Australian perspective on the practice of grade retention, specifically investigating repeating the Kindergarten year. Our results indicated that nearly half of grade retention occurring by Year 6 occurs in the Kindergarten year, the main reasons being related to learning and behavioural difficulties. The analyses identified a number of child and family factors associated with grade retention, the strongest predictors being maternal mental health and parental receptive language concern, with school readiness, receptive language skills, and child hyperactivity also relevant factors. The paper considers implications for early intervention to support children’s academic trajectories through school. 相似文献
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Lesley Powell Mollie Gilchrist Jacqueline Stapley 《Emotional and Behavioural Difficulties》2013,18(3):193-199
This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day. 相似文献
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Samantha Goodrich Hannah Mudrick JoAnn Robinson 《Early education and development》2013,24(7):1035-1056
Research Findings: National policy today is on the brink of defining preschool experiences as essential for children’s academic success. Indeed, many children’s classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother–child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children’s skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children’s school readiness, yet little research has focused on the skills that facilitate children’s transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children’s readiness for group-based learning are discussed. 相似文献
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ABSTRACTWe evaluated the effects of TutorBright tutoring on the reading and mathematics skills of children in family foster care, examined several potential moderators of the impact of tutoring, and explored possible ‘spill-over’ effects on the children’s executive functioning and behavioural difficulties and on their caregivers’ level of involvement in schoolwork in the home. The sample consisted of 70 children in care in Ontario, Canada. At the pre-test, the children were aged 5–16 years (M = 10.41, SD = 2.94) and enrolled in school grades 1–11 (M = 5.53, SD = 2.90). Thirty-four children were randomly assigned to tutoring and 36 to a waiting list control condition. Seven subtests from the Woodcock-Johnson III (WJ-III) achievement test served as outcome measures. The tutored children made statistically greater gains than those in the control group on the WJ-III subtests of Reading Fluency, Reading Comprehension, and Mathematics Calculation, but not on Word Reading, Spelling, Math Fluency, or Applied Math Problems. Age, executive functioning, caregiver controlling involvement in schoolwork, and self-reported post-traumatic stress disorder symptoms were found to moderate the effectiveness of tutoring. There were no spill-over effects of tutoring. The implications of the results for improving foster children’s reading and mathematics skills were discussed. 相似文献
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Responding to a robust body of literature suggesting that children’s early educational experiences are critical, policymakers have implemented and expanded the provision of full-day kindergarten (FDK) in recent decades. Most studies have focused on the effectiveness of FDK on child academic assessments or test scores, but none have examined FDK and the link to executive function skills. Moreover, little work exists on the effectiveness of FDK for children with disabilities. The purpose of this study is to build on these incipient lines of research by estimating the effect of FDK on the executive function skills of children with disabilities. Drawing on data from a nationally representative sample of children with disabilities (n = 2,120) from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–2011, we find significant positive effects of FDK on working memory (SD = 0.14) and cognitive flexibility (SD = 0.14) for children with disabilities in kindergarten. Despite significant immediate effects, the benefits of FDK rapidly fade by the end of 2nd grade. Practice or Policy: Policy implications and directions for future research are addressed. 相似文献
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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. 相似文献
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Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these skills in children's academic performance. Kindergarten and 1st-grade children (n = 54, 52% female) were identified as either aggressive/rejected or low aggressive/popular by peer sociometric interviews. Attention was assessed with a novel computer task, the Children's Space Game, as well as parent and teacher report. Teachers reported on children's academic performance. Aggressive/rejected children had lower adult-reported attention skills and academic performance than low aggressive/popular children. Aggressive/rejected children also had lower skills on the computer task. Support was found for an additive model of the influence of children's status and attention skills on their academic performance even after controlling for maternal education and family income but no evidence was found that attention moderated the relation between children's status and their academic performance. Practice or Policy: Aggressive/rejected children appear at significant risk for attention problems and these problems predict their academic performance. Future research should investigate whether these children would benefit from additional support of their attention skills. 相似文献
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Deborah E. Linder Megan K. Mueller Debra M. Gibbs Jean A. Alper Lisa M. Freeman 《Early Childhood Education Journal》2018,46(3):323-329
Reading skills are an important component of academic success for school-age youth, and are associated with increased academic performance and positive attitudes about school. The presence of an animal appears to reduce stress during reading. Therefore, the goal of this study was to assess the feasibility and effects of a 6-week after-school canine-assisted reading program in a public elementary school setting. Second-grade students were randomized to either an intervention group (n?=?14) in which they read to a registered therapy dog for 30 min once weekly for 6 weeks or a control group (n?=?14) with a standard classroom curriculum. Children’s reading skills were assessed biweekly and attitudes about reading were assessed pre- and post-intervention. The 6-week after-school canine-assisted reading program was feasible. Reading skill scores did not change significantly for either group. Although scores on recreational reading attitudes also did not change significantly for either group, the academic reading attitudes scores increased significantly in the intervention group (p?=?.002), but not in the control group (p?=?.06). These results support the benefits of an animal-assisted intervention for child literacy on children’s attitudes about reading and can inform future programs evaluating reading programs that include dogs. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(1):87-101
Many students with writing difficulties have negligible editing skills at best. Existing research supports that a strategy approach to teaching writing conventions to students with learning disabilities is effective, particularly when the strategies involve mnemonics. Recognizing that classroom teachers are increasingly overburdened, our study offers an alternative setting for academic intervention – the after-school program – and focuses on an intervention utilizing a mnemonic designed to increase the efficacy of the time spent on editing in the writing process. This study investigates the impact of two instructional conditions on participants' editing skills: (1) the effects of direct instruction regarding writing conventions to a combination of direct instruction and (2) a mnemonic writing strategy from Step up to writing. Both approaches produced significant gains (p < .05). However, the combined approach exhibited a larger effect size of d = .77-.84 at post-test, as measured by TOWL-3 Contrived Composite scores. 相似文献
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Paulo A. Graziano Leanna R. Garb Rosmary Ros Katie Hart Alexis Garcia 《Early education and development》2016,27(5):573-589
Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships. 相似文献
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Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3–5 (N = 229). Behavioral regulation was assessed using a direct measure, the Head–Toes–Knees–Shoulders task, which requires children to switch rules by responding in the opposite way to 4 different oral commands. Results demonstrated nonsignificant gender differences in behavioral regulation and academic skills but significant gender differences in classroom work-related skills and social skills, with higher scores for girls. Multilevel path modeling revealed that behavioral regulation predicted none of the preacademic skills and classroom behaviors after child age, gender, verbal intelligence, maternal education, and classroom nesting were controlled. However, there was an interaction effect of behavioral regulation and gender for early reading; the contribution of behavioral regulation to early reading was positive and stronger for boys. Practice or Policy: These results suggest that behavioral regulation is not an overall strong predictor of school readiness in South Korean children. Early educators need to support the development of behavioral regulation skills, especially for boys, as these skills may work as an important path to school readiness when children lack other classroom social strategies and resources. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(2):185-198
The present study explored the effects of a mediated intervention programme on a sample of Grade 5 learners, in a remedial school. The participants (n = 20) were systematically sampled and they constituted two groups; namely, Individual Mediation (n = 10) and Group Mediation (n = 10). It was hypothesised that participants exposed to this programme would yield a significant improvement in cognitive functioning as measured by the Raven's Coloured Progressive Matrices. It was further proposed that participants within the Individual Mediation group would perform significantly better than those within Group Mediation. Set Variations B-8 to B-12 from Feuerstein's Learning Potential Assessment Device served as a vehicle for mediating cognitive deficiencies. Results revealed a significant improvement in scores only within the Individual Mediation group. Despite the statistically significant improvement yielded within the Individual Mediation group, no statistically significant difference was found between the Individual Mediation and the Group Mediation sample. These findings are discussed in light of existing literature and future recommendations are suggested. 相似文献
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Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children 
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下载免费PDF全文 Nicola Botting Anna Jones Chloe Marshall Tanya Denmark Joanna Atkinson Gary Morgan 《Child development》2017,88(5):1689-1700
Studies have suggested that language and executive function (EF) are strongly associated. Indeed, the two are difficult to separate, and it is particularly difficult to determine whether one skill is more dependent on the other. Deafness provides a unique opportunity to disentangle these skills because in this case, language difficulties have a sensory not cognitive basis. In this study, deaf (n = 108) and hearing (n = 125) children (age 8 years) were assessed on language and a wide range of nonverbal EF tasks. Deaf children performed significantly less well on EF tasks, even controlling for nonverbal intelligence and speed of processing. Language mediated EF skill, but the reverse pattern was not evident. Findings suggest that language is key to EF performance rather than vice versa. 相似文献