4 Citations (Scopus)

Abstract

Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.

Original languageEnglish (US)
Pages (from-to)1802-1816
Number of pages15
JournalChild development
Volume90
Issue number5
DOIs
StatePublished - Sep 1 2019

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kindergarten child
Executive Function
academic achievement
Mathematics
Reading
flexibility
mathematics
science

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

Cite this

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title = "Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior",
abstract = "Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.",
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Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior. / Morgan, Paul; Farkas, George; Hillemeier, Marianne Messersmith; Pun, Wik Hung; Maczuga, Steve.

In: Child development, Vol. 90, No. 5, 01.09.2019, p. 1802-1816.

Research output: Contribution to journalArticle

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T1 - Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior

AU - Morgan, Paul

AU - Farkas, George

AU - Hillemeier, Marianne Messersmith

AU - Pun, Wik Hung

AU - Maczuga, Steve

PY - 2019/9/1

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AB - Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.

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