Antje von Suchodoletz|Gisela Trommsdorff|Tobias Heikamp|Frank Wieber|Peter M. Gollwitzer
Transition to school: The role of kindergarten children's behavior regulation
University of Konstanz|University of Konstanz|University of Konstanz|University of Konstanz|University of Konstanz|New York University
executive functions efs used guide goaldirected behavior essential adequate classroom functioning current study aims 1 examine development stability three core efs working memory inhibition cognitive flexibility across transition first grade 2 investigate relationship efs academic achievement taking account multidimensionality interconnections ef tasks administered end kindergarten first grade n 89 standardized achievement tests end first grade results indicate moderate large growth stability working memory cognitive flexibility small improvements stability inhibition working memory predicted academic achievement cognitive flexibility limited role additional contribution inhibition found current study suggests transitional period first grade important period promote ef development turn support prevention later school problems