Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

Authors

Timothy D. Nelson, University of Nebraska–LincolnFollow
Jennifer Mize Nelson, University of Nebraska-LincolnFollow
Tiffany D. James, University of Nebraska–LincolnFollow
Caron A.C. Clark, University of ArizonaFollow
Katherine M. Kidwell, University of Nebraska-Lincoln
Kimberly Andrews Espy, University of Arizona

Date of this Version

2017

Citation

Dev Psychol. 2017 May ; 53(5): 836–844.

Comments

Copyright 2017 APA.

doi:10.1037/dev0000296.

Abstract

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years, 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories.