School Environment Research Group and Centre de Recherche de l'Hôpital Sainte-Justine, Université de Montréal, Montréal, Québec, Canada.
Dev Psychol. 2010 Sep;46(5):984-94. doi: 10.1037/a0018881.
We first replicated the data analytic strategy used in Duncan et al. (2007) with a population-based data set of French-speaking children from Quebec (Canada). Prospective associations were examined between cognitive, attention, and socioemotional characteristics underlying kindergarten school readiness and second grade math, reading, and general achievement. We then extended this school readiness model by including motor skills as an additional element in the prediction equation and expanded the original strategy by including classroom engagement. The Montreal Longitudinal-Experimental Preschool Study, featured in Duncan et al., served as the Canadian reference group. In the replication model, kindergarten cognitive and attention characteristics predicted achievement by the end of 2nd grade. Although inconsistent across outcomes, behavioral problems and skills also emerged as predictors of some aspects of later achievement. Coefficients for kindergarten math skills were largest, followed by attention skills, receptive language skills, attention problems, and behavior. Most coefficients resembled those generated in the initial study. In our extension model, fine motor skills added their significant contribution to the prediction of later achievement above and beyond the original key elements of school readiness. Our extension model confirmed prospectively associations between kindergarten cognitive, attention, fine motor, and physical aggression characteristics and later achievement and classroom engagement by the end of 2nd grade. Although they comparatively showed better long-term benefits from stronger early attention skills, girls with less kindergarten cognitive skills were more vulnerable than boys with similar deficits when predicting 2nd grade math.
我们首先复制了 Duncan 等人（2007 年）在一个基于法语的魁北克（加拿大）儿童的人口基础数据集中使用的数据分析策略。检查了幼儿园入学准备的认知、注意力和社会情感特征与二年级数学、阅读和一般成绩之间的前瞻性关联。然后，我们通过将运动技能作为预测方程的另一个要素来扩展这个学校准备模型，并通过纳入课堂参与来扩展原始策略。Duncan 等人的研究中的蒙特利尔纵向实验性学前研究作为加拿大的参考组。在复制模型中，幼儿园认知和注意力特征预测了二年级结束时的成绩。尽管在结果上不一致，但行为问题和技能也成为某些方面后续成就的预测因素。幼儿园数学技能的系数最大，其次是注意力技能、接受性语言技能、注意力问题和行为。大多数系数与初始研究产生的系数相似。在我们的扩展模型中，精细运动技能在原始入学准备的关键要素之外，对以后的成就有显著的贡献。我们的扩展模型前瞻性地证实了幼儿园认知、注意力、精细运动和身体攻击特征与二年级结束时的后续成就和课堂参与之间的关联。虽然从早期较强的注意力技能中获得了更好的长期益处，但在预测二年级数学时，认知技能较差的女孩比具有类似缺陷的男孩更脆弱。
