Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance |
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| Affiliation: | 1. FPG Child Development Institute, University of North Carolina at Chapel Hill, USA;2. Center for Advanced Study of Teaching and Learning, University of Virginia, USA;1. Queens College, CUNY, United States;2. Teachers College, Columbia University, United States;1. Department of Psychology, Boston University, United States;2. Department of Psychology, Florida International University, United States;1. Department of Human Development and Family Sciences, University of Texas at Austin (A Bichteler and ET Gershoff), Austin, Tex;2. Family Resiliency Center, University of Illinois at Urbana-Champaign (JM Barton), Urbana, Ill;3. Department of Pediatrics, University of Michigan Medical School (JC Lumeng), Ann Arbor, Mich;4. Department of Nutritional Sciences, University of Michigan School of Public Health (JC Lumeng), Ann Arbor, Mich |
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| Abstract: | This study examined self-reliant classroom behaviors during middle childhood as a mechanism through which early language and sustained attention become associated with academic achievement in adolescence. Participants were enrolled in the NICHD Study of Early Child Care and Youth Development (N = 1364). Path analyses revealed that preschool language and sustained attention predicted self-reliant classroom behaviors during middle childhood and that self-reliant classroom behaviors predicted changes in math achievement in adolescence. Self-reliant classroom behaviors mediated the relations of preschool sustained attention and linguistic ability with adolescent math achievement, but not reading achievement. These findings extend research highlighting the importance of self-reliant classroom behaviors for children's academic outcomes. |
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