Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement: A cross-lagged panel analysis

Rachel D. McKinnon, Clancy Blair

Research output: Contribution to journalArticle

Abstract

Though prior research has examined the links between executive function (EF) – the higher order cognitive processes involved in self-regulation – and academic achievement, and between teacher–child relationships and academic achievement, few studies have examined the extent to which EF, teacher–child conflict, and academic achievement are related. The present study explores the longitudinal, bidirectional relations among direct assessments of children's EF and early reading and math achievement and teacher-reports of relationship closeness and conflict with target children. Data were collected with N = 759 children in fall and spring of kindergarten and in fall of first grade. The results confirm bidirectional associations between EF and math achievement. Moreover, the study finds that conflict with teachers predicts EF and reading achievement, but not math achievement, though the relations are not bidirectional.

Original languageEnglish (US)
Pages (from-to)152-165
Number of pages14
JournalEarly Childhood Research Quarterly
Volume46
DOIs
StatePublished - Jan 1 2019

Fingerprint

Executive Function
Reading
academic achievement
teacher
self-regulation
kindergarten
school grade
Longitudinal Studies
Research
Conflict (Psychology)

Keywords

  • Early primary grades
  • Executive function
  • Longitudinal
  • Math achievement
  • Reading achievement
  • Teacher–child conflict

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

@article{5bce1f5262bc429d887a51d5a54ebc39,
title = "Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement: A cross-lagged panel analysis",
abstract = "Though prior research has examined the links between executive function (EF) – the higher order cognitive processes involved in self-regulation – and academic achievement, and between teacher–child relationships and academic achievement, few studies have examined the extent to which EF, teacher–child conflict, and academic achievement are related. The present study explores the longitudinal, bidirectional relations among direct assessments of children's EF and early reading and math achievement and teacher-reports of relationship closeness and conflict with target children. Data were collected with N = 759 children in fall and spring of kindergarten and in fall of first grade. The results confirm bidirectional associations between EF and math achievement. Moreover, the study finds that conflict with teachers predicts EF and reading achievement, but not math achievement, though the relations are not bidirectional.",
keywords = "Early primary grades, Executive function, Longitudinal, Math achievement, Reading achievement, Teacher–child conflict",
author = "McKinnon, {Rachel D.} and Clancy Blair",
year = "2019",
month = "1",
day = "1",
doi = "10.1016/j.ecresq.2018.03.011",
language = "English (US)",
volume = "46",
pages = "152--165",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement

T2 - A cross-lagged panel analysis

AU - McKinnon, Rachel D.

AU - Blair, Clancy

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Though prior research has examined the links between executive function (EF) – the higher order cognitive processes involved in self-regulation – and academic achievement, and between teacher–child relationships and academic achievement, few studies have examined the extent to which EF, teacher–child conflict, and academic achievement are related. The present study explores the longitudinal, bidirectional relations among direct assessments of children's EF and early reading and math achievement and teacher-reports of relationship closeness and conflict with target children. Data were collected with N = 759 children in fall and spring of kindergarten and in fall of first grade. The results confirm bidirectional associations between EF and math achievement. Moreover, the study finds that conflict with teachers predicts EF and reading achievement, but not math achievement, though the relations are not bidirectional.

AB - Though prior research has examined the links between executive function (EF) – the higher order cognitive processes involved in self-regulation – and academic achievement, and between teacher–child relationships and academic achievement, few studies have examined the extent to which EF, teacher–child conflict, and academic achievement are related. The present study explores the longitudinal, bidirectional relations among direct assessments of children's EF and early reading and math achievement and teacher-reports of relationship closeness and conflict with target children. Data were collected with N = 759 children in fall and spring of kindergarten and in fall of first grade. The results confirm bidirectional associations between EF and math achievement. Moreover, the study finds that conflict with teachers predicts EF and reading achievement, but not math achievement, though the relations are not bidirectional.

KW - Early primary grades

KW - Executive function

KW - Longitudinal

KW - Math achievement

KW - Reading achievement

KW - Teacher–child conflict

UR - http://www.scopus.com/inward/record.url?scp=85057828654&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85057828654&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2018.03.011

DO - 10.1016/j.ecresq.2018.03.011

M3 - Article

VL - 46

SP - 152

EP - 165

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -