Visual-Motor Integration, Executive Functions, and Academic Achievement: Concurrent and Longitudinal Relations in Late Elementary School
Author:
Affiliation:
1. Graduate School of Education, Stanford University
2. Department of Psychiatry, University of California
Funder
W. T. Grant Foundation
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10409289.2018.1442097
Reference62 articles.
1. Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.
2. The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.
3. Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement
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