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Exploring Relationships Among Children's Executive Function, Social-Emotional Functioning, and Academic Achievement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Relationships Among Children's Executive Function, Social-Emotional Functioning, and Academic Achievement./
Author:	Carlson, Shawn Leslie.
Description:	1 online resource (130 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: B.
Contained By:	Dissertations Abstracts International85-04B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798380578868

Exploring Relationships Among Children's Executive Function, Social-Emotional Functioning, and Academic Achievement.
Carlson, Shawn Leslie.

Exploring Relationships Among Children's Executive Function, Social-Emotional Functioning, and Academic Achievement. - 1 online resource (130 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: B.

Thesis (Ph.D.)--North Dakota State University, 2023.

Includes bibliographical references

Self-regulation has been found to be an important predictor of children's math and reading achievement. Two possible components of self-regulation are executive function and social-emotional functioning. Strong theoretical evidence suggests there is a bidirectional relationship between executive function and social-emotional, which might synergize together to cultivate self-regulation. The current studies examined the bidirectional relationship between executive function and social-emotional functioning, and their relation to math and reading achievement utilizing secondary data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011. Study one took a variable-centered approach and used a longitudinal cross-lagged panel model to examine bidirectional relationships among executive function, social-emotional functioning, and math and reading achievement of children from second to fifth grade. The sample consisted of 7,040 children (mean age 8.1 years at the start of study). Direct assessments of executive function included measures of working memory and cognitive flexibility. Social-emotional functioning was measured by teacher-reported self-control, interpersonal skills, and externalizing and internalizing behaviors. Results indicated only three bidirectional effects within the model among different variables and different time points, including between working memory and reading, cognitive flexibility and reading, and reading and math. No relations were found between executive function and social-emotional functioning. Study two took a person-centered approach and used latent profile analysis to examine how children's executive function and social-emotional functioning in kindergarten cluster together. The analytic sample consisted of 10,910 children (mean age 5.6 years). Executive function included measures of working memory and cognitive flexibility. Social-emotional functioning was measured by teacher-report of children's behavior in the classroom. Five profiles wereidentified. Three profiles represented children with high (44% of the sample), average (34%), and low (4%) levels of combined executive function and social-emotional functioning. Two profiles represented children with mixed levels, including one profile with children of average executive function and low social-emotional functioning levels (10%) and the other profile with children of low executive function and average social-emotional functioning levels (8%). Children assigned to the high and average profiles were found to have the highest math and reading achievement. Discussion focuses on the need for clearer definitions and measurement of executive function.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380578868Subjects--Topical Terms:

557458
Developmental psychology.
Subjects--Index Terms:

Academic achievementIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Relationships Among Children's Executive Function, Social-Emotional Functioning, and Academic Achievement.
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