Journal
JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
Volume 70, Issue -, Pages -Publisher
ELSEVIER SCIENCE INC
DOI: 10.1016/j.appdev.2020.101196
Keywords
Executive functioning; Working memory; Mathematics; Reading; Writing; Early childhood
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Funding
- Australian Research Council [DE150100731]
- Australian Research Council [DE150100731] Funding Source: Australian Research Council
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Executive functioning (EF) in early childhood predicts both concurrent and future academic achievement. Nevertheless, few studies have investigated the potential pathways through which this might occur. The present study compared two models through which EF might plausibly predict academic outcomes 1 year later. Structural equation modelling analyses were conducted on a longitudinal dataset from 176 children at the end of Kindergarten (age M = 5 years, 8 months; SD = 4.02 months) and 1 year later (age M = 6 years, 5 months; SD = 3.65 months). Kindergarten EF predicted Year 1 mathematics and handwriting automaticity only via Kindergarten mathematics and handwriting automaticity, respectively. In contrast, Kindergarten EF predicted Year 1 reading and writing quality directly, as well as indirectly via Kindergarten reading and handwriting automaticity, respectively. These results suggest that EF predicts later achievement via early achievement, and also predicts longitudinal growth potential independently of early academic achievement.
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