The DOI matches its Crossref record; 96 of the 96 references it cites were found in a registry or an index.
Children's early approaches to learning and academic trajectories through fifth grade.
Abstract
Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, children's early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement.
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Cites
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Cited by
Predictors 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
Relations between preschool attention span-persistence and age 25 educational outcomes
McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2012.07.008 · Cited by 477
Training the brain: fact and fad in cognitive and behavioral remediation.
Rabipour, S., & Raz, A. (2012) · Brain and Cognition · doi:10.1016/j.bandc.2012.02.006 · Cited by 267
Lipsey, M. W., Nesbitt, K. T., Farran, D. C., Dong, N., Fuhs, M. W., & Wilson, S. J. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000203 · Cited by 87
Metadata
- Authors
- Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K.
- Venue
- Developmental Psychology
- Published
- 2010
- Volume
- 46
- Issue
- 5
- Pages
- 1062-1077
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2034752980
- Cited by
- 301
- References
- 96
- FWCI
- 50.63
- Type
- journal article
- Language
- en
- Open access
- closed
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- Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children's early approaches to learning and academic trajectories through fifth grade. Developmental Psychology. https://doi.org/10.1037/a0020066
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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.
