Directly assessed effortful control at 48 months predicts prekindergarten math but not reading, and not growth in either¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Directly assessed effortful control (Dinky Toys) is positively associated with prekindergarten math (ES = .16) but unrelated to math growth. → Blair 2015 q3 i? Directly assessed effortful control is not associated with letter–word knowledge at prekindergarten. → Blair 2015 (2)

Evidence¶

Blair 2015¶

Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades. Developmental Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5264531/

q3 · i1 · associational · r3

Model A growth model. Directly assessed effortful control (Dinky Toys task at 48 months) predicted prekindergarten math: "B = 1.73, SE = 0.34, p < .001, ES = .16". No growth effect.

"Effortful control as measured by direct assessment was also positively associated with math achievement at prekindergarten (B = 1.73, SE = 0.34, p < .001, ES = .16) but was unrelated to acquisition of math skills during the elementary years."

Blair 2015 (2)¶

Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades. Developmental Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5264531/

q3 · i? · associational · r3

Model D growth model. Direct effortful control assessment was not associated with letter–word knowledge, while parent and teacher report was ("B = 1.90, SE = 0.66, p < .01, ES = .13"). No effect size printed for the direct-assessment null.

"Effortful control as rated by parent and teacher was positively associated with letter–word knowledge at prekindergarten (B = 1.90, SE = 0.66, p < .01, ES = .13) while direct assessment of EC was not."

Discussion¶

Related Claims¶

• The interaction of cortisol and alpha amylase at 48 months is unrelated to math and reading ability at prekindergarten and to growth — related
• Executive function at 48 months positively predicts mathematics ability at prekindergarten, with effects persisting after cognitive covariate controls — related
• Self-regulation effects on letter–word reading are reduced completely after cognitive covariate controls — related
• Combined teacher and parent report of effortful control predicts both prekindergarten math level and growth, persisting through the most stringent model — related
• Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex — related
• African American children show lower prekindergarten math but faster math growth, and higher prekindergarten letter–word knowledge with slower growth after covariate adjustment — related