Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement-Reference-Cited by-同舟云学术

Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement

Published:2023-04-20 Issue: Volume: Page:1-24
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Moffett Lillie¹,Weiland Christina¹,McCormick Meghan P.²,Hsueh JoAnn²,Snow Catherine³,Sachs Jason⁴

Affiliation:

1. School of Education, University of Michigan

2. Family Well-being and Children’s Development Policy Area, MDRC

3. Department of Human Development, Harvard Graduate School of Education

4. Department of Early Childhood, Boston Public Schools

Funder

Institute of Education Sciences

University of Michigan

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2023.2199658

Reference68 articles.

1. Ackerman, D. J. & Friedman-Krauss, A. H. (2017). Preschoolers’ executive function: Importance, contributors, research needs, and assessment options. Policy Information Report and ETS Research Report Series No. RR-17-22. https://doi.org/10.1002/ets2.12148

2. Executive function and academic achievement: Longitudinal relations from early childhood to adolescence.

3. Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.

4. Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten

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