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Pathways to School Readiness: Executive Functioning Predicts Academic and Social–Emotional Aspects of School Readiness
Author(s) -
Mann Trisha D.,
Hund Alycia M.,
HessonMcInnis Matthew S.,
Roman Zachary J.
Publication year - 2017
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/mbe.12134
Subject(s) - psychology , executive functions , delay of gratification , social emotional learning , developmental psychology , working memory , inhibitory control , gratification , academic achievement , set (abstract data type) , social skills , social functioning , control (management) , cognition , cognitive psychology , social psychology , interpersonal relationship , neuroscience , computer science , programming language , management , economics
The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social‐emotional indicators of school readiness. It was unique in focusing on positive aspects of social–emotional readiness, rather than problem behaviors. One hundred four 3–5‐year‐old children completed tasks measuring executive functioning, social–emotional readiness, academic readiness, and vocabulary. As expected, age predicted executive functioning components and social–emotional readiness. Moreover, working memory and inhibitory control directly predicted academic readiness, whereas delay of gratification predicted social–emotional readiness. Working memory and inhibitory control predicted delay of gratification, consistent with the notion that simpler executive functions may set the stage for more complex executive functions. Interestingly, social–emotional readiness predicted academic readiness. These findings confirm that hot and cool aspects of executive functioning are related to social–emotional and academic school readiness.