Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten |
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| Authors: | Blair Clancy Razza Rachel Peters |
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| Institution: | Human Development and Family Studies, The Pennsylvania State University, University Park 16802-6504, USA. cbb11@psu.edu |
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| Abstract: | This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school. |
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