Alexa Ellis|Sammy F. Ahmed|Selin Zeytinoglu|Elif Isbell|Susan D. Calkins|Esther M. Leerkes|Jennie K. Grammer|William J. Gehring|Frederick J. Morrison|Pamela Davis?Kean
Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017)
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Maryland, College Park|University of California, Merced|University of North Carolina at Greensboro|University of North Carolina at Greensboro|California Department of Education|University of California, Los Angeles|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
p xmlnshttpwwwncbinlmnihgovjats1the goal current study conduct conceptual replication reciprocal associations executive function ef academic achievement reported schmitt et al 2017 httpsdoiorg101037edu0000193 using two independent samples n star 279 n pathways 277 examined whether patterns associations ef achievement across preschool kindergarten reported schmitt et al 2017 replicated using model specifications similar ef achievement measures across similar developmental age period consistent original findings ef predicted subsequent math achievement samples specifically star sample ef predicted math achievement preschool kindergarten kindergarten first grade pathways sample ef kindergarten predicted math literacy achievement first grade however contrary original findings unable replicate bidirectional associations math achievement ef either replication samples overall current conceptual replication revealed bidirectional associations ef academic skills might robust slight differences ef measures number measurement occasions implications understanding development ef academic skills across early childhood present findings underscore need standardization measurement modeling approaches without inconsistency findings published studies may continue across area research