Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement

被引：157
|
作者：
Becker, Derek R. [1 ]
Miao, Alicia [1 ]
Duncan, Robert [1 ]
McClelland, Megan M. [1 ]
机构：
[1] Oregon State Univ, Corvallis, OR 97331 USA
来源：
EARLY CHILDHOOD RESEARCH QUARTERLY | 2014年 / 29卷 / 04期
关键词：
Behavioral self-regulation; Fine motor skills; Visuomotor skills; Executive function; Early academic achievement; FINE MOTOR-SKILLS; DEVELOPMENTAL COORDINATION DISORDER; WORKING-MEMORY; YOUNG-CHILDREN; SCHOOL READINESS; SPATIAL ABILITY; VISUAL-MOTOR; EMBODIED COGNITION; GENDER-DIFFERENCES; PREFRONTAL CORTEX;
D O I：
10.1016/j.ecresq.2014.04.014
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study explored direct and interactive effects between behavioral self-regulation (SR) and two measures of executive function (EF, inhibitory control and working memory), with a fine motor measure tapping visuomotor skills (VMS) in a sample of 127 prekindergarten and kindergarten children. It also examined the relative contribution of behavioral SR. EF, and VMS skills for concurrent academic achievement. Results indicated that a measure of working memory (WJ-Working Memory) and a measure of behavioral SR (Head-Toes-Knees-Shoulders task; HTKS) were directly related to VMS. Differential relations were also examined for prekindergarten and kindergarten children. Results revealed a significant interaction between age and inhibitory control (Day-Night), and an interaction at a trend level between age and working memory suggesting both tasks are more related to VMS skills for younger children. Results also indicated that behavioral SR, EF, and VMS skills were differentially related to the three achievement outcomes. Both behavioral SR and VMS were significantly related to math, behavioral SR, EF, and VMS were significantly related to emergent literacy, and behavioral SR and EF were related to vocabulary scores. Results point to significant relations between behavioral SR and EF with VMS, and how each is related to early academic achievement in preschool and kindergarten. (C) 2014 Elsevier Inc. All rights reserved.
引用
收藏
页码：411 / 424
页数：14
相关论文
共 50 条
  • [1] Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills
    Howard, Steven J.
    Vasseleu, Elena
    Neilsen-Hewett, Cathrine
    de Rosnay, Marc
    Chan, Amy Y. C.
    Johnstone, Stuart
    Mavilidi, Myrto
    Paas, Fred
    Melhuish, Edward C.
    [J]. FRONTIERS IN PSYCHOLOGY, 2021, 12
  • [2] Behavioral self-regulation and academic achievement in prekindergarten and kindergarten
    Guimard, P.
    Hubert, B.
    Crusson-Pondeville, S.
    Nocus, I.
    [J]. PSYCHOLOGIE FRANCAISE, 2012, 57 (03): : 143 - 159
  • [3] Executive function, self-regulation skills, behaviors, and socioeconomic status in early childhood
    Cuartas, Jorge
    Hanno, Emily
    Lesaux, Nonie K.
    Jones, Stephanie M.
    [J]. PLOS ONE, 2022, 17 (11):
  • [4] Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
    Montroy, Janelle J.
    Bowles, Ryan P.
    Skibbe, Lori E.
    Foster, Tricia D.
    [J]. EARLY CHILDHOOD RESEARCH QUARTERLY, 2014, 29 (03) : 298 - 309
  • [5] Early Gender Differences in Self-Regulation and Academic Achievement
    Matthews, J. S.
    Ponitz, Claire Cameron
    Morrison, Frederick J.
    [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2009, 101 (03) : 689 - 704
  • [6] Explaining achievement gaps in kindergarten and third grade: The role of self-regulation and executive function skills
    Finders, Jennifer K.
    McClelland, Megan M.
    Geldhof, G. John
    Rothwell, David W.
    Hatfield, Bridget E.
    [J]. EARLY CHILDHOOD RESEARCH QUARTERLY, 2021, 54 : 72 - 85
  • [7] The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood
    Edossa, Ashenafi Kassahun
    Schroeders, Ulrich
    Weinert, Sabine
    Artelt, Cordula
    [J]. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT, 2018, 42 (02) : 192 - 202
  • [8] Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland
    Gestsdottir, Steinunn
    von Suchodoletz, Antje
    Wanless, Shannon B.
    Hubert, Blandine
    Guimard, Philippe
    Birgisdottir, Freyja
    Gunzenhauser, Catherine
    McClelland, Megan
    [J]. APPLIED DEVELOPMENTAL SCIENCE, 2014, 18 (02) : 90 - 109
  • [9] Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement
    Schmitt, Sara A.
    Pratt, Megan E.
    McClelland, Megan M.
    [J]. EARLY EDUCATION AND DEVELOPMENT, 2014, 25 (05): : 641 - 660
  • [10] Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children
    Becker, Derek R.
    McClelland, Megan M.
    Loprinzi, Paul
    Trost, Stewart G.
    [J]. EARLY EDUCATION AND DEVELOPMENT, 2014, 25 (01): : 56 - 70
12345