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ERIC Number: EJ1436873
Record Type: Journal
Publication Date: 2024-Sep
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0165-0254
EISSN: EISSN-1464-0651
Linking Persistence and Executive Functions with Later Academic Achievement
Sonja Kälin; Niamh Oeri
International Journal of Behavioral Development, v48 n5 p442-449 2024
Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in kindergarten predict math and reading achievement in second grade. We assessed 88 children (51% female; mean age = 73.4 months) on EF and persistence tasks at T1 and obtained teacher ratings of their academic competence at T2 (mean age = 94.6 months). Regression analyses showed that both EF and persistence predicted math achievement, but only EF predicted reading achievement. To sum up, our findings suggest that persistence may be particularly relevant for math, reflecting the ability to endure and sustain. These are skills that are typically not captured by EF measures. Consequently, early interventions should target EF and persistence to support children's mathematical potential.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A