Preschool Cognitive Control and Family Adversity Predict the Evolution of Classroom Engagement in Elementary School

Autor/inn/en	Fitzpatrick, Caroline; Archambault, Isabelle; Barnet, Tracie; Pagani, Linda
Titel	Preschool Cognitive Control and Family Adversity Predict the Evolution of Classroom Engagement in Elementary School
Quelle	In: South African Journal of Childhood Education, 10 (2020) 1, Artikel 803 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fitzpatrick, Caroline) ORCID (Archambault, Isabelle) ORCID (Barnet, Tracie) ORCID (Pagani, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Elementary School Students; Learner Engagement; Academic Achievement; Foreign Countries; Longitudinal Studies; Stress Variables; Social Support Groups; Mothers; Parent Child Relationship; Preschool Children; Executive Function; Disadvantaged; Family Characteristics; Short Term Memory; Parenting Styles; Conceptual Tempo; Prediction; Aggression; Self Control; Classroom Techniques; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Social support; Soziale Unterstützung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kurzzeitgedächtnis; Vorhersage; Selbstbeherrschung; Klassenführung; Kanada
Abstract	Background: Classroom engagement is key predictor of child academic success. Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school. Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589). Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4. Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories. Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01