Poster #185 - Relationship Between Executive Function and Achievement in Preschoolers: Moderation by Classroom Quality

• In Event: 1-169 - Poster Session 04
  In Poster Session: PS 04 Section - School Readiness/Childcare

Integrative Statement

As children transition to formal school settings, it is important that children have the executive function ability to maximally engage in school activities. Identifying abilities that predict future achievement can help teachers tailor their interactions to increase children’s executive function and improve children’s achievement. This study tried to understand the impact of children’s initial executive function on their later achievement (WJ and PPVT). In addition, we investigated the moderating role of classroom quality in the relationship between executive function and children’s academic achievement. Data for the study are a subset from a larger sample of a validation study of a state’s QRIS conducted in Washington. A total of 318 preschoolers were included in the final sample and preschoolers were nested in 87 classrooms. Two-level hierarchical linear modeling (HLM) was conducted using HLM to analyze the data. Results indicated that children’s HTKS predicted their PPVT in Spring, but did not significantly predict their WJ in Spring. Although the level of CLASS subscale did not moderate the effect of either age or executive function on their Spring WJ, and there is no interaction between CLASS subscale and age on their Spring PPVT. Significant interactions emerged between the CLASS Emotional Support subscale and HTKS, and the Classroom Organization subscale and HTKS on their Spring PPVT. These findings indicate that as children’s executive function increases, children who receive high Emotional Support and Classroom Organization tend to have higher Spring PPVT. Our results suggested that executive function is an important foundation for children’s later learning and it is crucial to provide high quality classroom environment to promote children’s learning. Implication for practice are discussed and further research is recommended.

Authors

• LING HUI CHU, University of Washington
  Presenting Author

• Gail E Joseph, University of Washington
  Non-Presenting Author

• Nail Hassairi, University of Washington
  Non-Presenting Author

• Sara C. Stull, University of Washington
  Non-Presenting Author