The DOI matches its Crossref record; 90 of the 90 references it cites were found in a registry or an index.
Relations between preschool attention span-persistence and age 25 educational outcomes
Open accessAbstract
This study examined relations between children’s attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children’s age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children’s early attention span-persistence for later school achievement and educational attainment.
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Cites
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Cited by
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
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The development of self-regulation across early childhood.
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Self-citationPredictors of early growth in academic achievement: the head-toes-knees-shoulders task
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00599 · Cited by 597
Self-citationJacob, R., & Parkinson, J. (2015) · Review of Educational Research · doi:10.3102/0034654314561338 · Cited by 538
Metadata
- Authors
- McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C.
- Venue
- Early Childhood Research Quarterly
- Publisher
- Elsevier BV
- Published
- 2013-04
- Volume
- 28
- Issue
- 2
- Pages
- 314-324
- ISSN
- 0885-2006 (ISSN-L)
- OpenAlex
- W2147268857
- Cited by
- 477
- References
- 90
- FWCI
- 83.36
- Type
- journal article
- Language
- en
- Open access
- green
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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- McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2012.07.008
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
