Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school

South African Journal of Childhood Education

Field Value
Title Preschool cognitive control and family adversity predict the evolution of classroom engagement in elementary school
Creator Fitzpatrick, Caroline Archambault, Isabelle Barnett, Tracie Pagani, Linda
Subject Child development; Education classroom engagement; learning-related behaviour; working memory; impulsivity; parenting; parental stress; person-centred
Description Background: Classroom engagement is key predictor of child academic success.Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school.Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589).Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4.Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories.Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success.
Publisher AOSIS
Contributor N/A
Date 2020-07-14
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Prospective longitudinal
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v10i1.803
Source South African Journal of Childhood Education; Vol 10, No 1 (2020); 9 pages 2223-7682 2223-7674
Language eng
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Coverage Quebec; Canada; Contemporary Childhood; population-based; Stratified sample
Rights Copyright (c) 2020 Caroline Fitzpatrick, Isabelle Archambault, Tracie Barnett, Linda Pagani