ArticleEarly education and development2018
Executive Function Mediates the Association between Toddler Negative Affectivity and Early Academic Achievement.
Article in Early education and development, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Predictors of executive function among 2 year olds from a Thai birth cohort.Infant behavior & development · 2024Article
- Preschool Executive Control, Temperament, and Adolescent Dietary Behaviors.Annals of behavioral medicine : a publication of the Society of Behavioral Medicine · 2023Article
- Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary.Frontiers in public health · 2023Article
- A Literature Review on the Effects of Exergames on Executive Function in Youth.Technology, mind, and behavior · 2023Article
- Longitudinal investigation of executive function development employing task-based, teacher reports, and fNIRS multimethodology in 4- to 5-year-old children.Developmental science · 2022Article
- Educational and economic returns to cognitive ability in low- and middle-income countries: A systematic review.World development · 2022Article
- Temperament and Academic Achievement in Children: A Meta-Analysis.European journal of investigation in health, psychology and education · 2021Review
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
RESEARCH
findingsWe examined the nature of association between toddler negative affectivity (NA) and later academic achievement by testing early childhood executive function (EF) as a mediator that links children's temperament and their performance on standardized math and reading assessments. One hundred eighty-four children (93 boys, 91 girls) participated in our longitudinal study. Children's NA was measured at age 2 and EF at age 4. At age 6, academic achievement in reading and mathematics were assessed using the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). Results indicated that NA at age 2 negatively predicted EF at age 4, which positively predicted mathematics achievement and reading achievement at age 6. Age 4 EF mediated the relation between age 2 NA and age 6 academic achievement on both reading and math. These findings highlight the significance of considering both NA and EF in conversations about children's academic achievement. PRACTICE OR POLICY: For children with temperamentally high NA, focusing on efforts to enhance emotion regulation and EF during the preschool years may benefit their later mathematics and reading achievement.
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