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The role of persistence at preschool age in academic skills at kindergarten |
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| Authors: | Irina L Mokrova Marion O’Brien Susan D Calkins Esther M Leerkes Stuart Marcovitch |
| Institution: | 1. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 517 South Greensboro Street, 110 Sheryl-Mar North, CB# 8040, Chapel Hill, NC, 27599-8040, USA 2. Department of Human Development and Family Studies, UNC Greensboro, 248 Stone Building, PO Box 26170, Greensboro, NC, 27402-6170, USA 3. Department of Psychology, UNC Greensboro, 296 Eberhart Bldg, PO Box 26170, Greensboro, NC, 27402-6170, USA |
| Abstract: | The current study examined the role of preschoolers’ motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at age 3; children’s academic skills were assessed at kindergarten. Results indicated that preschooler’s persistence was related to their academic skills two years later over and above demographic factors and early cognitive-linguistic skills. The findings are discussed in terms of the importance of early childhood motivation for later school achievement. |
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