Blair Clancy, McKinnon Rachel D
Department of Applied Psychology, 246 Greene St, Kimball Hall, 8th Floor, NYU, New York, NY 10003, USA.
Learn Instr. 2016 Feb;41:85-93. doi: 10.1016/j.learninstruc.2015.10.001. Epub 2015 Nov 2.
Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher.
学术准备、执行功能能力以及与教师的积极关系，已分别被证明对入学准备以及小学低年级阶段的学业成功具有独特的重要性。然而，很少有研究考察这些准备变量对早期学校成绩的联合影响。利用来自1292名儿童及其家庭的前瞻性纵向样本数据，这些儿童和家庭主要来自低收入农村社区，我们发现，48个月大儿童的执行功能以及与幼儿园教师更高质量的关系，各自独特地调节了学前数学能力对幼儿园结束时数学能力的影响。这种影响在通过《早期儿童纵向研究——幼儿园》（ECLS-K）数学评估量表测得的数学能力方面有所体现，但在伍德科克-约翰逊三世成就测验应用问题子测验中未体现。对于那些在学前通过ECLS-K数学量表评估数学能力较低的儿童，更高的执行功能能力以及与幼儿园教师更积极的关系，各自都与幼儿园阶段高于预期水平的数学能力相关。相反，在学前数学能力低且执行功能差或与幼儿园教师关系不那么积极的儿童中，观察到幼儿园阶段的数学能力处于最低水平。
