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Executive functioning as a predictor of children’s mathematics, reading and writing
Journal article   Peer reviewed

Executive functioning as a predictor of children’s mathematics, reading and writing

D.S. Valcan, H.L. Davis, D. Pino-Pasternak and A.A. Malpique
Journal of Applied Developmental Psychology, Vol.70, Article 101196
2020
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Abstract

Executive functioning (EF) in early childhood predicts both concurrent and future academic achievement. Nevertheless, few studies have investigated the potential pathways through which this might occur. The present study compared two models through which EF might plausibly predict academic outcomes 1 year later. Structural equation modelling analyses were conducted on a longitudinal dataset from 176 children at the end of Kindergarten (age M = 5 years, 8 months; SD = 4.02 months) and 1 year later (age M = 6 years, 5 months; SD = 3.65 months). Kindergarten EF predicted Year 1 mathematics and handwriting automaticity only via Kindergarten mathematics and handwriting automaticity, respectively. In contrast, Kindergarten EF predicted Year 1 reading and writing quality directly, as well as indirectly via Kindergarten reading and handwriting automaticity, respectively. These results suggest that EF predicts later achievement via early achievement, and also predicts longitudinal growth potential independently of early academic achievement.

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UN Sustainable Development Goals (SDGs)

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#4 Quality Education

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Collaboration types
Domestic collaboration
Citation topics
1 Clinical & Life Sciences
1.7 Neuroscanning
1.7.1311 Numerical Cognition
Web Of Science research areas
Psychology, Developmental
ESI research areas
Psychiatry/Psychology
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