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首页> 外文期刊>Developmental psychology >Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors
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Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors

机译：幼儿园的执行功能技能和学业成就的获得：与学习相关的行为的贡献

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Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed.
机译：尽管研究表明儿童的执行功能技能与其学业成绩之间存在关联，但尚不清楚可能有助于解释幼儿期这些关联的具体机制。这项研究检查了在幼儿园前（学前班）开始时儿童（N = 1,103; M年龄= 54.5个月）的执行功能技能是否可以预测他们在课堂上的学习相关行为，以及这些行为是否能介导儿童执行功能技能之间的关联以及他们的前K素养，语言和数学收获。通过以下方式对与学习有关的行为进行了量化：（a）更高程度地参与学习机会; （b）参加需要循序渐进的活动的频率更高; （c）更多地参与社会学习互动; （d）较少有人闲置，破坏性活动或超时的情况。结果表明，儿童的学习相关行为介导了执行功能技能与识字和数学之间的关联，这是通过儿童的参与程度，循序渐进的学习行为以及与教室脱离接触而获得的。讨论了研究结果对幼儿教育的意义。

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