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Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement.

2017; American Psychological Association; Volume: 53; Issue: 5 Linguagem: Inglês

10.1037/dev0000296

1939-0599

Timothy D. Nelson, Jennifer Mize Nelson, Tiffany D. James, Caron A. C. Clark, Katherine M. Kidwell, Kimberly Andrews Espy,

Child and Adolescent Psychosocial and Emotional Development

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. (PsycINFO Database Record