Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children high in effortful control at T1 (ages 4-8) achieved at relatively high levels 6 years later, using both reported and observed EC measures. → Valiente Carlos 2011

Evidence¶

Valiente Carlos 2011¶

Valiente Carlos, Eisenberg Nancy, Haugen Rg, Spinrad Tracy L., Hofer Claire, Liew Jeffrey, Kupfer Anne. (2011). Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning. Early Education and Development, 22(3), 411-433. https://doi.org/10.1080/10409289.2010.505259

q3 · i? · associational · r2

Longitudinal SEM study of 214 children (M age 73 months at T1), with EC measured via parent and teacher reports and a puzzle persistence task at T1, and teacher- and child-reported grades at T3. The authors state the findings were found "both within and across reporter when both reported and observed data for EC were used."

"Children who were rated by adults as having high levels of EC and who persisted on a mildly frustrating task when in early elementary school (i.e., kindergarten to third grade) achieved academically at relatively high levels when in middle school or high school (i.e., 6 years after T1)."

Discussion¶

Learner Variables¶

• Executive Function — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Social functioning fully mediates the relation between early effortful control and later academic achievement — related
• Social competence is positively and externalizing problems negatively prospectively related to academic achievement — related
• Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex — related
• Academic and nonacademic skills developed in preschool and early elementary years are foundational to important longer-term outcomes — a broader claim this one bears on
• Effortful control positively predicts academic achievement and schooling skills in twelve-year-old children — related
• Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample — related
• Latent EC at age 3 does not predict mathematics achievement, but EC at ages 3.75, 4.5, and 5.25 shows independent prospective links with mathematics — related
• The mediating role of executive functions remains significant when children's temperament and vocabulary are modeled as alternative mediators — related