TY - JOUR
T1 - Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement
T2 - A cross-lagged panel analysis
AU - McKinnon, Rachel D.
AU - Blair, Clancy
N1 - Funding Information:
We wish to thank the participating children, families, schools, and teachers and acknowledge the assistance of a large group of data collectors and research assistants, particularly Mohamed Soliman, Aida Alikalfic, and Caitlin Mauger. Support for this research was provided by the U.S. Department of Education Institute of Education Sciences Grant R305A1000058. This work was also supported by the Institute of Education Sciences, U.S. Department of Education to New York University Grant R305B140035. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© 2018 Elsevier Inc.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Though prior research has examined the links between executive function (EF) – the higher order cognitive processes involved in self-regulation – and academic achievement, and between teacher–child relationships and academic achievement, few studies have examined the extent to which EF, teacher–child conflict, and academic achievement are related. The present study explores the longitudinal, bidirectional relations among direct assessments of children's EF and early reading and math achievement and teacher-reports of relationship closeness and conflict with target children. Data were collected with N = 759 children in fall and spring of kindergarten and in fall of first grade. The results confirm bidirectional associations between EF and math achievement. Moreover, the study finds that conflict with teachers predicts EF and reading achievement, but not math achievement, though the relations are not bidirectional.
AB - Though prior research has examined the links between executive function (EF) – the higher order cognitive processes involved in self-regulation – and academic achievement, and between teacher–child relationships and academic achievement, few studies have examined the extent to which EF, teacher–child conflict, and academic achievement are related. The present study explores the longitudinal, bidirectional relations among direct assessments of children's EF and early reading and math achievement and teacher-reports of relationship closeness and conflict with target children. Data were collected with N = 759 children in fall and spring of kindergarten and in fall of first grade. The results confirm bidirectional associations between EF and math achievement. Moreover, the study finds that conflict with teachers predicts EF and reading achievement, but not math achievement, though the relations are not bidirectional.
KW - Early primary grades
KW - Executive function
KW - Longitudinal
KW - Math achievement
KW - Reading achievement
KW - Teacher–child conflict
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U2 - 10.1016/j.ecresq.2018.03.011
DO - 10.1016/j.ecresq.2018.03.011
M3 - Article
AN - SCOPUS:85057828654
SN - 0885-2006
VL - 46
SP - 152
EP - 165
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -