Rebecca Bull|Kimberly Andrews Espy|Sandra A. Wiebe|Tiffany D. Sheffield|Jennifer Nelson
Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement
University of Aberdeen|University of Nebraska–Lincoln|University of Alberta|University of Nebraska–Lincoln|University of Nebraska–Lincoln
latent variable modeling methods demonstrated utility understanding structure executive control ec across development methods utilized better characterize relation ec mathematics achievement preschool period understand contributing sources individual variation using sample battery laboratory tasks described wiebe espy charak 2008 latent ec related strongly emergent mathematics achievement preschool robust controlling crystallized intellectual skills relation crystallized skills emergent mathematics differed girls boys although predictive association ec mathematics two dimensions child social environment contributed mathematics achievement social network support relation ec environmental stressors relation crystallized skills findings underscore need examine dimensions mechanisms individual pathways influence development early competence basic cognitive processes underpin early academic achievement