Children's early approaches to learning and academic trajectories through fifth grade
Bibliographic Data
| ID | 9788366 |
|---|---|
| Authors | Christine P Li-Grining, Christine P Li‐Grining (0000-0002-1303-5478, Loyola University Chicago, corresponding author), Elizabeth Votruba‐drzal (0000-0003-0708-1205, University of Pittsburgh), Elizabeth Votruba-Drzal, C Maldonado-Carreño (0000-0001-6664-7163, Universidad de los Andes), Kelly Haas (Loyola University Chicago) |
| Year | 2010 |
| Volume | 46 |
| Issue | 5 |
| Pages | 1062-1077 |
| Publication date | 2010-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0020066 |
| PMID | 20822223 |
| OpenAlex | W2034752980 |
| Language | EN |
| Citations received | 77 |
| References cited | 61 |
Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, children's early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement
Academic achievement · Association (psychology · Developmental psychology · Early childhood · Ethnic group · Latent growth modeling · Longitudinal study · Population · Reading (process · Socioeconomic status · Demography · Early Childhood Education and Development · Educational and Psychological Assessments · Parental Involvement in Education · Psychology
Predictors of early growth in academic achievement
Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry
Parental Involvement and School Readiness in Contemporary China
DIagnosys
Accounting for the SES-Math Achievement Gap at School Entry
Child Care Policy as an Anti-Poverty Strategy
The Development of Reading and Executive Functioning Among Young Children from Diverse Socioeconomic Backgrounds
Are You Ready for a Story? Kindergarten Children’s Emotional Competencies during a Story-Reading Situation Is Associated with Their Readiness for School
Aylık Çocuklar İçin Erken Öğrenme Davranışları Ölçeği’nin Geçerlik ve Güvenirlik Çalışması
How effort towards challenge is depicted in stories for young children
School quality matters
Preschool Children’s Self-regulation and Learning Behaviors
The impact of parents’ implicit theories of intelligence on young children’s approaches to learning
Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure
School Readiness Beliefs of Dominican and Salvadoran Immigrant Parents
Relationships Between Families and Head Start Staff
Kindergarten children’s academic engagement
Linking persistence and executive functions with later academic achievement
Distinct patterns of organized activity participation and their associations with school readiness among Chinese preschoolers
Academic enablers as dynamic moderators
Behavioral regulation and approaches to learning
Dynamics of a dynamic interrelationship
Evaluating measurement of longitudinal education data using the Measurement Model of Derivatives
Third variables in longitudinal research
Teacher Depressive Symptoms and Child Math Achievement in Head Start
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany
Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement
Learning motivation tendencies among preschoolers
Breaking the Cycle
The Impact of Functional Form Complexity on Model Overfitting for Nonlinear Mixed-Effects Models
Is Academic Engagement the Panacea for Achievement in Mathematics across Racial/Ethnic Groups? Assessing the Role of Teacher Culture
A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis
Preschool Children’s Social Information Processing Mediates the Link between the Quality of the Parent-Child Relationship and the Child’s Learning Difficulties
Exploring multidimensional approaches to learning during early childhood in Ghana
The Impact of Self-Regulation on Preschool Mathematical Achievement
Low-income children’s readiness for group-based learning at age 3 and prekindergarten outcomes at age 5
Sustained benefits of early childhood education and care (Ecec) for young children’s development during Covid-19
Emotional capital, student’s behavior and educational inequality
Predicting growth trajectories in early academic learning
Behavioral exchanges between teachers and children over the course of a typical preschool day
Early predictors of first and fourth grade reading and math
School readiness among children of Hispanic immigrants and their peers
Longitudinal associations among interest, persistence, supportive parenting, and achievement in early childhood
A study of the developing relations between self-regulation and mathematical knowledge in the context of an early math intervention
Gender differences in behavioral regulation in four societies
Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement
Identification and validation of school readiness profiles among high-risk kindergartners
Longitudinal trajectories of approaches to learning among Chinese preschoolers
Relations between preschool attention span-persistence and age 25 educational outcomes
Approaches to learning and science education in Head Start
Executive functioning and school adjustment
Extracurricular activities and achievement growth in kindergarten through first grade
Caregivers’ perceived changes in engaged time with preschool-aged children during Covid-19
Construyendo en la Fuerza
Measuring success
Positive deviance in the Oregon kindergarten assessment
Implementation of a comprehensive state effort to reduce exclusionary discipline in early care and education settings
Family routines and practices that support the school readiness of young children living in poverty
The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children
Motivation of young students
Behavioral Engagement in Learning and Math Achievement over Kindergarten
College expectations of eighth grade students
Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships
Neighborhood disadvantage and children’s cognitive skill trajectories
Ecological Instability and Children’s Classroom Behavior in Kindergarten
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
Executive control goes to school
How do parent expectations promote child academic achievement in early elementary school? A test of three mediators
Kids Today
An early parenting intervention focused on enriched parent–child interactions improves effortful control in the early years of school
Overcoming early reading challenges
Efficacy of the Responsive Classroom Approach
Understanding Mental Health Stigma in Chinese Left-Behind Children
Approaches to Learning and Hispanic Children’s Math Scores
Improvement in parasympathetic regulation is associated with engagement in classroom activity in primary school children experiencing poor classroom climate
The ecology of human behavior
Linear panel analysis
Parents' jobs and children's lives
Applied Longitudinal Data Analysis
From Neurons to Neighborhoods
A Treatise on the Family
The Effect of School Resources on Student Achievement
Preschool Program Improves Cognitive Control
Modeling the Role of Child Ethnicity and Gender in Children's Differential Response to Teacher Expectations 1
The role of emotion regulation in children's early academic success
Mathematics Growth in Early Elementary School
Children's Social and Scholastic Lives in Kindergarten
Kindergarten skills and fifth-grade achievement
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Income Is Not Enough
Analysis of Longitudinal Data
Emotions Matter
Sex Differences in Mental Test Scores, Variability, and Numbers of High-Scoring Individuals
Emotion-Related Regulation
The Black-White Test Score Gap Through Third Grade
Delay of Gratification in Children
Gender and motivation
Reading achievement gaps, correlates, and moderators of early reading achievement
Early gender differences in self-regulation and academic achievement.
How Large Are Teacher Effects?
Mothers' Transitions from Welfare to Work and the Well-Being of Preschoolers and Adolescents
The Contribution of Emotionality and Self-Regulation to the Understanding of Children’s Response to Multiple Risk
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
Developmentally Sensitive Measures of Executive Function in Preschool Children
Multiple Imputation of Missing Values
The Influence of Parent Education and Family Income on Child Achievement
Socioeconomic Status and Academic Achievement
Some Results on Reliability for the Longitudinal Measurement of Change
Children of the Great Depression
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances
Kindergarten teachers’ views of children’s readiness for school
Children at risk for early academic problems
The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
Children's school readiness in the ECLS-K
What Do They Usually Do After School
Are certain preschoolers at risk in the era of welfare reform? The moderating role of children's temperament
Matthew Effects in Reading
Economic disparities in middle childhood development
Preschool Competency in Context
School readiness and later achievement
Effortful control among low-income preschoolers in three cities
Gender and mathematics
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
The Black-White Test Score Gap
Promoting Academic and Social-Emotional School Readiness
The Construct of Resilience
Cumulative Advantage/Disadvantage and the Life Course
How Much Does Childhood Poverty Affect the Life Chances of Children
The Growing Female Advantage in College Completion
Socioeconomic Status and the Adjustment to School
Autoregressive Latent Trajectory (ALT) Models A Synthesis of Two Traditions
Working With Missing Values
Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments
Gender differences in mathematics achievement
| Unique citing works | 77 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 77 |