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Pathways to School Readiness: Executive Functioning Predicts Academic and Social-Emotional Aspects of School Readiness
- Source :
-
Mind, Brain, and Education . Mar 2017 11(1):21-31. - Publication Year :
- 2017
-
Abstract
- The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social-emotional indicators of school readiness. It was unique in focusing on positive aspects of social-emotional readiness, rather than problem behaviors. One hundred four 3-5-year-old children completed tasks measuring executive functioning, social-emotional readiness, academic readiness, and vocabulary. As expected, age predicted executive functioning components and social-emotional readiness. Moreover, working memory and inhibitory control directly predicted academic readiness, whereas delay of gratification predicted social-emotional readiness. Working memory and inhibitory control predicted delay of gratification, consistent with the notion that simpler executive functions may set the stage for more complex executive functions. Interestingly, social-emotional readiness predicted academic readiness. These findings confirm that hot and cool aspects of executive functioning are related to social-emotional and academic school readiness.
Details
- Language :
- English
- ISSN :
- 1751-2271
- Volume :
- 11
- Issue :
- 1
- Database :
- ERIC
- Journal :
- Mind, Brain, and Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1129287
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1111/mbe.12134