Kimberly Nesbitt|Dale C. Farran|Mary Wagner Fuhs
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.
Vanderbilt University|Vanderbilt University|University of Dayton
although research suggests associations childrens executive function skills academic achievement specific mechanisms may help explain associations early childhood unclear study examined whether childrens n 1103 age 545 months executive function skills beginning prekindergarten prek predict learningrelated behaviors classroom whether behaviors mediate associations childrens executive function skills prek literacy language mathematic gains learningrelated behaviors quantified terms higher levels involvement learning opportunities b greater frequency participation activities require sequential steps c participation sociallearning interactions less instances unoccupied disruptive time results indicated childrens learningrelated behaviors mediated associations executive function skills literacy mathematics gains childrens level involvement sequential learning behaviors disengagement classroom implications findings early childhood education discussed