Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/137708
|
| Title: | 基於 Meta視角的執行功能、互動支持、幼兒學習方式與學業成就關係研究
A Study of the Relationship Among Executive Function, Interactive Support, Young Children`s Approaches to Learning and Academic Achievement using Meta-analysis |
| Authors: | 龔泉
GONG, Quan |
| Contributors: | 吳政達
郭昭佑
Wu, Cheng-Ta
Guo, Chao-Yu
龔泉
GONG, Quan |
| Keywords: | 執行功能
互動支持
學習方式
學業成就
Executive function
Interactive support
Approaches to learning
Academic achievement |
| Date: | 2021 |
| Issue Date: | 2021-11-01 12:10:43 (UTC+8) |
| Abstract: | 基於近年來教育研究與實踐對幼兒學習方式的關注，本研究以文獻回顧的方式探析幼兒學習方式相關研究，發現很多研究探討與之相關的影響因素及其作用變項，但關注的變項不同、作用程度也各異，具有後設研究的必要性。因而以幼兒階段的「執行功能」、「互動支持」、「學習方式」、「學習方式」作為關鍵詞分步蒐集相關之期刊論文。在篩選階段考量文獻主題之相關性、研究方法之匹配性、數據資料之完整性與科學性，透過研究者自訂的文獻分類編碼規則，共採納105篇相關研究，採後設分析方法計量文獻整合數據，探究這四個變項之關聯性，以得出相關研究之全貌。在分析階段採用結構方程分析與後設分析相結合的研究方法，基於後設視角建立結構方程模型Meta-SEM，探索並驗證執行功能、互動支持、幼兒學習方式與學業成就變項之間的關係，進行異質性檢驗、同質性檢驗、出版偏誤等測量檢驗，並開展路徑分析、調節因素分析，獲得以下結論：
一、幼兒執行功能對學習方式、學業成就變項存在正向顯著相關，並在互動支持與學習方式、互動支持與學業成就間具有中介作用。
二、互動支持對幼兒執行功能、學習方式、學業成就變項存在正向相關。
三、幼兒學習方式對學業成就變項存在直接的正向顯著相關，並在執行功能、互動支持與學業成就之間具有中介作用。
四、執行功能、互動支持、幼兒學習方式、學業成就變項間關係為多重中介模型。
五、執行功能、互動支持、幼兒學習方式、學業成就變項間關係受樣本年齡、來源國家、測量方式等調節因素影響，但大多不顯著。
Based on the concern of educational researches and practices to young children`s approaches to learning in recent years, this study analyzes the related researches on young children`s approaches to learning by literature review, and looks back of the related influencing factors and its influencing variables. The keywords of "executive function", "interactive support" and "approaches to learning" of young children are taken into account for the collection of relevant journal papers in the present study. This study considers the relevance of literature topics, the matching of research methods, and the integrity and scientificity of data as classification rules. Through self-defined literature classification and coding rules, a total of 105 related studies are adopted to the analysis. The meta-analysis method is used to measure the data, and to explore the relationship between executive function, interactive support, young children`s approaches to learning and academic achievement variables, and to get the whole picture of the related researches of these variables in this way.
In this study, structural equation modeling analysis and meta-analysis are both used to establish the structural equation model. This study adopts structural equation modeling analysis to explore and verify the relationship between variables of executive function, interactive support, young children`s approaches to learning and academic achievement, measurement tests such as heterogeneity test, homogeneity test, publication bias test, path analysis and moderating factor analysis are carries out.
The major results are as follows:
1. Children`s executive function has a significant positive correlation with approaches to learning and academic achievement variables, and has a mediating role between interactive support and children`s approaches to learning, interactive support and academic achievement.
2. Interactive support has positive correlation with children`s executive function, approaches to learning and academic achievement.
3. Children`s approaches to learning has a direct and significant positive correlation with the academic achievement, and has a mediating effect on executive function, interactive support and academic achievement.
4. The relationship between executive function, interactive support, approaches to learning and academic achievement is a multi-mediating model.
5. The relationship between executive function, interactive support, children`s approaches to learning and academic achievement is affected by the age, country and measurement method of samples, but most of them are not significant. |
| Reference: | 參考文獻
壹、中文部分
王恩國、劉昌（2008）。語文學習困難兒童的工作記憶與加工速度。心理發展與教育，24（1），頁94-100。doi: CNKI:SUN:XLFZ.0.2008-01-016
李紅、高山、王乃弋（2004）。執行功能研究方法評述。心理科學進展，12（5），頁693-705。
李承傑、董旭英（2017）。偏最小平方法結構方程模型。科學發展，539，頁20-25。
陳美華、陳信憲、龔建吉（2009）。大學學生學習取向與教學環境設計關性評估-以合作學習教學法為例。課程與教學，12（4），頁141-168。
賈馥茗（2000）。教育大辭書。取自https://terms.naer.edu.tw/detail/1314397/?inde
x=1
黃寶園、林世華 （2007）。 人格特質與社會支持對壓力反應歷程影響之研究：結合統合分析與結構方程模式二計量方法。教育心理學報， 39（2），頁 263 -294。
黃芳銘 （2004）。社會科學統計方法學——結構方程模式。臺北：五南。
張冀 （2011）。抑制控制的研究概述。社會心理科學， 26（8），頁 3-6。
張攸萍 （2019）。國內外幼兒園園長領導研究之文獻計量與後設分析整合取向。國立政治大學，臺北。
廖勇海、劉益、賈興平 （2015）。基於Meta視角的市場導向、產品創新、產品競爭優勢與新產品績效關係研究。研究與發展管理， 27（3），頁 105-113。
鄭博真、黃靜君 （2017）。五專護理學生學習取向與學習成效之相關研究。國立虎尾科技大學學報， 33（4），頁 125-135。
簡紅珠、陳李綢 （2000）。教育大辭書。取自https://terms.naer.edu.tw/detail/13
14338/?index=1
蘇小玲、魏勇剛 （2013）。抑制控制對學前兒童語言能力的影響。學前教育研究， 217（1），頁 32-37。doi: 10.13861/j.cnki.sece.2013.01.003
貳、英文部分
Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2005). Working memory and intelligence: the same or different constructs? Psychological Bulletin, 131(1), 30-60. https://doi.org/10.1037/0033-2909.131.1.30
Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing and literacy (Vol. 4). Wiley.
Alexander, K. L., Entwisle, D. R., & Dauber, L. S. (1993). First-grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64(3), 801. https://doi.org/10.1111/j.1467-8624.1993.tb02944.x
Anthony, C. J., & Ogg, J. (2019). Parent Involvement, Approaches to Learning, and Student Achievement: Examining Longitudinal Mediation. School Psychology, 34(4), 376-385. https://doi.org/10.1037/spq0000282
Anthony, C. J., & Ogg, J. (2020). Executive Function, Learning-Related Behaviors, and Science Growth From Kindergarten to Fourth Grade. Journal of Educational Psychology, 112(8), 1563-1581. https://doi.org/10.1037/edu0000447
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
Archambault, I., Pagani, L. S., & Fitzpatrick, C. (2013). Transactional associations between classroom engagement and relations with teachers from first through fourth grade. Learning and Instruction, 23, 1-9. https://doi.org/10.1016/j.learninstruc.2012.09.003
Baddeley, A. (1996). The fractionation of working memory. Proceedings of the National Academy of Sciences of the United States of America, 93(24), 13468-13472. https://doi.org/10.1073/pnas.93.24.13468
Baddeley, A. (2003). Working memory: looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839. https://doi.org/10.1038/nrn1201
Balkundi P, H. D. A. (2006). Ties, leaders, and time in teams: Strong inference about network structure`s effects on team viability and performance. Academy of Management Journal, 49(1), 49-68. https://doi.org/10.2307/20159745
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Barnett, D. W., Bauer, A. M., Ehrhardt, K. E., Lentz, F. E., & Stollar, S. A. (1996). Keystone targets for change: Planning for widespread positive consequences. School Psychology Quarterly, 11(2), 95-117. https://doi.org/10.1037/h0088923
Baroody, A. J. (2003). The development of adaptive expertise and flexibility: The integration of conceptual and procedural knowledge. Erlbaum.
Becker, D. R., Miao, A., Duncan, R., & McClelland, M. M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 29(4), 411-424. https://doi.org/10.1016/j.ecresq.2014.04.014
Best, J. R., Miller, P. H., & L., L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29(3), 180-200. https://doi.org/10.1016/j.dr.2009.05.002
Bierman, K. L., Torres, M. M., Domitrovich, C. E., Welsh, J. A., & Gest, S. D. (2009). Behavioral and Cognitive Readiness for School: Cross-Domain Associations for Children Attending Head Start. Social Development, 18(2), 305-323. https://doi.org/10.1111/j.1467-9507.2008.00490.x
Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children`s early school adjustment. Journal of School Psychology, 35(1), 61-79. https://doi.org/10.1016/s0022-4405(96)00029-5
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children`s functioning at school entry. American Psychologist, 57(2), 111-127. https://doi.org/10.1037/0003-066x.57.2.111
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899-911. https://doi.org/10.1017/S0954579408000436
Blair, C., & Peters, R. (2003). Physiological and neurocognitive correlates of adaptive behavior in preschool among children in Head Start. Developmental Neuropsychology, 24(1), 479-497. https://doi.org/10.1207/S15326942DN2401_04
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: a developmental psychobiological approach. Annu Rev Psychol, 66, 711-731. https://doi.org/10.1146/annurev-psych-010814-015221
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. In R. V. Baumeister, KD. (Ed.), Handbook of self-regulation: Research, theory, and applications, 2nd ed. (pp. 300-320). Guilford Press.
Block, J. H., & Block, J. (2014). The role of ego-control and ego-resiliency in the organization of behavior. In Development of cognition, affect, and social relations (pp. 49-112). Psychology Press. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315803029-7/role-ego-control-ego-resiliency-organization-behavior-jeanne-block-jack-block
Bodovski, K., & Youn, M. J. (2010). Love, discipline and elementary school achievement: The role of family emotional climate. Social Science Research, 39(4), 585-595. https://doi.org/10.1016/j.ssresearch.2010.03.008
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2021). Introduction to meta-analysis (2nd ed.). John Wiley & Sons.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. John Wiley & Sons.
Bottia, M. C., Moller, S., Mickelson, R. A., & Stearns, E. (2014). FOUNDATIONS OF MATHEMATICS ACHIEVEMENT Instructional Practices and Diverse Kindergarten Students. Elementary School Journal, 115(1), 124-150. https://doi.org/10.1086/676950
Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children`s academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337-349. https://doi.org/10.1016/j.ecresq.2009.06.001
Bronfenbrenner, U., & Morris, P. A. (2007). The Bioecological Model of Human Development. Handbook of Child Psychology. https://doi.org/10.1002/9780470147658.chpsy0114
Brooks-Gunn, J., & Markman, L. B. (2005). The contribution of parenting to ethnic and racial gaps in school readiness. The Future of Children, 15, 139 – 168. http://www.jstor.org/stable/1602666
Brophy, M., Taylor, E., & Hughes, C. (2002). To go or not to go: inhibitory control in ?hard to manage? children. Infant and Child Development, 11(2), 125-140. https://doi.org/10.1002/icd.301
Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children`s mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273-293. https://doi.org/10.1207/S15326942DN1903_3
Bulotsky-Shearer, R. J., Dominguez, X., & Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child-and classroom-level influences. Journal of Education & Psychology, 104(2), 421–438. https://doi.org/https://doi.org/10.1037/a0026301
Bulotsky-Shearer, R. J., & Fantuzzo, J. W. (2011). Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade. Early Childhood Research Quarterly, 26(1), 61-73. https://doi.org/10.1016/j.ecresq.2010.04.004
Bustamante, A. S., Greenfield, D. B., & Nayfeld, I. (2018). Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills. Education Sciences, 8(3), Article 144. https://doi.org/10.3390/educsci8030144
Bustamante, A. S., White, L. J., & Greenfield, D. B. (2017). Approaches to learning and school readiness in Head Start: Applications to preschool science. Learning and Individual Differences, 56, 112-118. https://doi.org/10.1016/j.lindif.2016.10.012
Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate. J Sch Psychol, 46(4), 367-391. https://doi.org/10.1016/j.jsp.2007.06.009
Byrnes, J. P., Miller-Cotto, D., & Wang, A. H. (2018). Children as mediators of their own cognitive development: The case of learning science in kindergarten and first grade. Journal of Cognition & Development, 19(3), 248-277. https://doi.org/10.1080/15248372.2018.1470975
Cameron Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141–158. https://doi.org/https://doi.org/10.1016/j.ecresq.2007.01.004
Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28, 595–616. https://doi.org/https://doi.org/10.1207/s15326942dn2802_3
Carver, R. P. (1993). The Case Against Statistical Significance Testing, Revisited. The Journal of Experimental Education, 61(4), 287-292. https://doi.org/10.1080/00220973.1993.10806591
Cash, A. H., Ansari, A., Grimm, K. J., & Pianta, R. C. (2019). Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions. Early Education and Development, 30(1), 60-81. https://doi.org/10.1080/10409289.2018.1535153
Chang, M., & Gu, X. (2018). The role of executive function in linking fundamental motor skills and reading proficiency in socioeconomically disadvantaged kindergarteners. Learning and Individual Differences, 61, 250-255. https://doi.org/10.1016/j.lindif.2018.01.002
Chen, J.-Q., & McNamee, G. D. (2011). Positive approaches to learning in the context of preschool classroom activities. Early Childhood Education Journal, 39(1), 71-78. https://doi.org/10.1007/s10643-010-0441-x
Chen, J. Q., & McNamee, G. D. (2007). Bridging: Assessment for teaching and learning in early childhood classroom, PreK‐3. Corwin Press.
Cheung, M. W., & Chan, W. (2005a). Meta-analytic structural equation modeling: a two-stage approach. Psychological Methods, 10(1), 40-64. https://doi.org/10.1037/1082-989X.10.1.40
Cheung, M. W., & Chan, W. (2005b). Meta-analytic structural equation modeling: a two-stage approach. Psychol Methods, 10(1), 40-64. https://doi.org/10.1037/1082-989X.10.1.40
Cho, J.-H., Kim，Yeong, H., & 이정민. (2014). Effects of Mother’s Academic Involvement on Learning Behavior and School Readiness of Preschool Children [어머니의 학습관여가 유아의 학습행동을 통해 학교준비도에 미치는 영향]. Journal of Early Childhood Education & Educare Welfare, 18(3), 341-365. <Go to ISI>://KJD:ART001919981
Claesens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29. http://www.tcrecord.org/Content.asp?ContentId=16980
Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28(4), 415-427. https://doi.org/10.1016/j.econedurev.2008.09.003
Cohen, P. A. (1992). Meta-analysis: application to clinical dentistry and dental education. Journal of dental education, 56(3), 172-175. https://doi.org/10.1002/j.0022-0337.1992.56.3.tb02620.x
Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: context, self, action, and outcomes in school. Child Development, 65(2 Spec No), 493-506. https://doi.org/10.2307/1131398
Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458-465. https://doi.org/10.1037/0022-0663.92.3.458
Cooper, D. H., & Farran, D. C. (1988). Behavioral risk factors in kindergarten. Early Childhood Research Quarterly, 3(1), 1-19. https://doi.org/10.1016/0885-2006(88)90026-9
Cooper, D. H., & Speece, D. L. (1988). A Novel Methodology for the Study of Children at Risk for School Failure. The Journal of Special Education, 22(2), 186-198. https://doi.org/10.1177/002246698802200205
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. ERIC.
Council, N. R. (2001). Eager to Learn: Educating Our Preschoolers. National Academies Press.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63-68. https://doi.org/10.1016/j.tine.2013.12.001
Davidson, M. C., Amso, D., Anderson, L. C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037-2078. https://doi.org/10.1016/j.neuropsychologia.2006.02.006
Deák, G. O. (2003). The Development of Cognitive Flexibility and Language Abilities. In Advances in Child Development & Behavior (Vol. 31, pp. 271-327). Academic Press. https://doi.org/10.1016/S0065-2407(03)31007-9
Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57 – 89. https://doi.org/10.1207/s15566935eed1701_4
DeStefano, D., & LeFevre, J. A. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16(3), 353-386. https://doi.org/10.1080/09541440244000328
Diamond, A. (2012). Activities and Programs That Improve Children`s Executive Functions. Curr Dir Psychol Sci, 21(5), 335-341. https://doi.org/10.1177/0963721412453722
DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43(1), 7-17. https://doi.org/10.1002/pits.20125
DiPerna, J. C., Lei, P.-W., & Reid, E. E. (2007). Kindergarten predictors of mathematical growth in the primary grades: An investigation using the Early Childhood Longitudinal Study--Kindergarten cohort. Journal of Educational Psychology, 99(2), 369-379. https://doi.org/10.1037/0022-0663.99.2.369
Drake, K., Belsky, J., & Fearon, R. M. P. (2014). From early attachment to engagement with learning in school: the role of self-regulation and persistence. Developmental Psychology, 50(5), 1350-1361. https://doi.org/10.1037/a0032779
Duncan, G. J., Claessens, A., Huston, A. C., Pagani, L. S., Engel, M., Sexton, H., Japel, C., Dowsett, C. J., Magnuson, K., Klebanov, P., Feinstein, L., Brooks-Gunn, J., & Duckworth, K. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428
Dunn, D. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Third Edition. American Guidance Services.
Eisenberg, N., Guthrie, I. K., Fabes, R. A., Shepard, S., Losoya, S., Murphy, B., Jones, S., Poulin, R., & Reiser, M. (2000). Prediction of elementary school children`s externalizing problem behaviors from attentional and behavioral regulation and negative emotionality. Child Development, 71(5), 1367-1382. https://doi.org/10.1111/1467-8624.00233
Epstein, A. S. (2003). How Planning and Reflection Develop Young Children`s Thinking Skills. Young Children, 58(5), 28-36.
Epstein, A. S. (2006). Approaches to Learning (Vol. 7). HighScope Educational Research Foundation.
Epstein, A. S. (2013). Helping Preschoolers Build Their Thinking Skills. teaching young children, 7(1), 20-23.
Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26(1), 465-486. https://doi.org/10.1207/s15326942dn2601_6
Fantuzzo, J., Bulotsky-Shearer, R., McDermott, P. A., McWayne, C., Frye, D., & Perlman, S. (2007). Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children. School Psychology Review, 36(1), 44-62. https://doi.org/10.1080/02796015.2007.12087951
Fantuzzo, J., Coolahan, K., Mendez, J., McDermott, P., & Sutton-Smith, B. (1998). Contextually-relevant validation of peer play constructs with African American head start children: Penn interactive peer play scale. Early Childhood Research Quarterly, 13(3), 411-431. https://doi.org/10.1016/s0885-2006(99)80048-9
Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children. School Psychology Review, 33(4), 467-480. https://doi.org/10.1080/02796015.2004.12086262
Fantuzzo, J., Mendez, J., & Tighe, E. (1998). Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 13(4), 659-676. https://doi.org/10.1016/s0885-2006(99)80066-0
Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(3), 212–230. https://doi.org/10.1521/scpq.19.3.212.40276
Ferguson, C. J., & Kilburn, J. (2009). The Public Health Risks of Media Violence: A Meta-Analytic Review. Journal of Pediatrics, 154(5), 759-763. https://doi.org/10.1016/j.jpeds.2008.11.033
Foulks, B., & Morrow, R. D. (1989). Academic survival skills for the young child at risk for school failure. The Journal of Educational Research, 82(3), 158-165. https://doi.org/10.1080/00220671.1989.10885885
Fraire, M., Longobardi, C., & Sclavo, E. (2008). Contribution to Validation of the Student-Teacher Relationship Scale (STRS Italian Version) in the Italian Educational Setting. European Journal of Education and Psychology, 1(3), 49-59. https://doi.org/10.30552/ejep.v1i3.12
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Friso-van den Bos, I., van der Ven, S. H. G., Kroesbergen, E. H., & van Luit, J. E. H. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 29-44. https://doi.org/10.1016/j.edurev.2013.05.003
Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10(4), 483-527. https://doi.org/10.1016/0885-2014(95)90024-1
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children`s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. https://doi.org/10.1037/0022-0663.95.1.148
García, T., Rodríguez, C., Betts, L., Areces, D., & González-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences, 49, 25-31. https://doi.org/10.1016/j.lindif.2016.05.021
Gardner, M. F. (1990). The Expressive One - Word Picture Vocabulary Test - Revised. Academic Therapy Publications.
George, J. L., & Greenfield, D. B. (2005). Examination of a structured problem-solving flexibility task for assessing approaches to learning in young children: Relation to teacher ratings and children`s achievement. Journal of Applied Developmental Psychology, 26(1), 69–84. https://doi.org/10.1016/j.appdev.2004.10.006
Gillies, R. M. (2014). Developments in Cooperative Learning: Review of Research. Anales De Psicologia, 30(3), 792-801. https://doi.org/10.6018/analesps.30.3.201191
Gioia, G. A., Andrwes, K., & Isquith, P. K. (1996). Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). Psychological Assessment Resources.
Goble, P., Eggum-Wilkens, N. D., Bryce, C. I., Foster, S. A., Hanish, L. D., Martin, C. L., & Fabes, R. A. (2017). The transition from preschool to first grade: A transactional model of development. Journal of Applied Developmental Psychology, 49, 55-67. https://doi.org/10.1016/j.appdev.2017.01.007
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525-538. https://doi.org/10.1037/0022-0663.82.3.525
Graham, S., Collins, A. A., & Rigby-Wills, H. (2016). Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers. Exceptional Children, 83(2), 199-218. https://doi.org/10.1177/0014402916664070
Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. Early Education and Development, 20(2), 238-264. https://doi.org/10.1080/10409280802595441
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic Engagement: Current Perspectives on Research and Practice. School Psychology Review, 31(3), 328-349. https://doi.org/10.1080/02796015.2002.12086159
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. American Guidance Services.
Guajardo, N. R., & Cartwright, K. B. (2016). The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers` language comprehension and later reading awareness and comprehension in elementary school. J Exp Child Psychol, 144, 27-45. https://doi.org/10.1016/j.jecp.2015.11.004
Guan, L., Ying Hu, B., & Winsler, A. (2020). Longitudinal associations between Chinese preschool children`s approaches to learning and teacher-child relationships. Children and Youth Services Review, 116, 105240. https://doi.org/10.1016/j.childyouth.2020.105240
Hagger, M. S. (2006). Meta-analysis in sport and exercise research: Review, recent developments, and recommendations. European Journal of Sport Science, 6(2), 103-115. https://doi.org/10.1080/17461390500528527
Halle, T. G., Hair, E. C., Wandner, L. D., & Chien, N. C. (2012). Profiles of school readiness among four-year-old Head Start children. Early Childhood Research Quarterly, 27(4), 613-626. https://doi.org/10.1016/j.ecresq.2012.04.001
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children`s school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301
Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environment Rating Scale, Revised Edition. Teachers College Press.
Harwardt-Heinecke, E., & Ahnert, L. (2013). Attachment Experiences in Kindergarten and School and their Effect on School Achievement: Summary results of the BSB study. Zeitschrift Fur Padagogik, 59(6), 817-825. <Go to ISI>://WOS:000327675300004
Hershberger, S. L. (2003). The Growth of Structural Equation Modeling: 1994-2001. Structural Equation Modeling: A Multidisciplinary Journal, 10(1), 35-46. https://doi.org/10.1207/s15328007sem1001_2
Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539-1558. https://doi.org/10.1002/sim.1186
Ho, C. S., Chow, B. W., Wong, S. W., Waye, M. M., & Bishop, D. V. (2012). The Genetic and Environmental Foundation of the Simple View of Reading in Chinese. PLoS One, 7(10), e47872. https://doi.org/10.1371/journal.pone.0047872
Hohmann, M., Weikart, D. P., & Epstein, A. S. (1995). Educating young children: Active learning practices for preschool and child care programs. High/Scope Press Ypsilanti, MI.
Hom, P. W., Caranikas-Walker, F., Prussia, G. E., & Griffeth, R. W. (1992). A meta-analytical structural equations analysis of a model of employee turnover. Journal of Applied Psychology, 77(6), 890-909. https://doi.org/10.1037/0021-9010.77.6.890
Hoogland, J. J., & Boomsma, A. (1998). Robustness studies in covariance structure modeling: An overview and a meta-analysis. Sociological Methods & Research, 26(3), 329-367. https://doi.org/10.1177/0049124198026003003
Hooper, S. R., Swartz, C. W., Wakely, M. B., de Kruif, R. E., & Montgomery, J. W. (2002). Executive functions in elementary school children with and without problems in written expression. Journal of learning disabilities, 35(1), 57-68. https://doi.org/10.1177/002221940203500105
Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children. The Journal of Experimental Education, 71(2), 151-174. https://doi.org/10.1080/00220970309602061
Hu, B. Y., Teo, T., Nie, Y., & Wu, Z. (2017). Classroom quality and Chinese preschool Children’s approaches to learning. Learning and Individual Differences, 54, 51-59. https://doi.org/10.1016/j.lindif.2017.01.007
Huang, F. L. (2014). Further understanding factors associated with grade retention: Birthday effects and socioemotional skills. Journal of Applied Developmental Psychology, 35(2), 79-93. https://doi.org/10.1016/j.appdev.2013.12.004
Hughes, C., & Graham, A. (2002). Measuring executive functions in childhood: Problems and solutions? Child and Adolescent Mental Health, 7(3), 131-142. https://doi.org/10.1111/1475-3588.00024
Hughes, J. N., Luo, W., Kwok, O. M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of educational psychology in the Schools, 100(1), 1–14. https://doi.org/https://doi.org/10.1037/0022-0663.100.1.1
Huizinga, M., Dolan, C. V., & van der Molen, M. W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017-2036. https://doi.org/10.1016/j.neuropsychologia.2006.01.010
Hunter, J. E., & Schmidt, F. L. (1990). Dichotomization of continuous variables: The implications for meta-analysis. Journal of Applied Psychology, 75(3), 334-349. https://doi.org/10.1037/0021-9010.75.3.334
Hunter, S. J., & Sparrow, E. P. (2012). Executive function and dysfunction : identification, assessment, and treatment. Cambridge University Press.
Hymel, S., Comfort, C., Schonert-Reichl, K., & Mcdougall, P. (1996). Academic failure and school dropout: the influence of peers. Academic failure and school dropout: The influence of peers. https://doi.org/10.1017/CBO9780511571190.015
Hyson, M. (2008). Enthusiastic and engaged learners: Approaches to learning in the early childhood classroom. Teachers College Press; Washington, DC: NAEYC.
Isquith, P. K., Gioia, G. A., & Espy, K. A. (2004). Executive Function in Preschool Children: Examination Through Everyday Behavior. Developmental Neuropsychology, 26(1), 403-422. https://doi.org/10.1207/s15326942dn2601_3
Jak, S. (2015). Meta-Analytic Structural Equation Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-27174-3
Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-perceived Conflict and Closeness. Social Development, 18(4), 915-945. https://doi.org/https://doi.org/10.1111/j.1467-9507.2008.00508.x
Kable, J. A., Coles, C. D., & Taddeo, E. (2007). Socio-cognitive habilitation using the math interactive learning experience program for alcohol-affected children. Alcoholism-Clinical and Experimental Research, 31(8), 1425-1434. https://doi.org/10.1111/j.1530-0277.2007.00431.x
Kagan, S. L., Moore, E. K., & Bredekamp, S. (1995). Reconsidering children`s early development and learning: Toward common views and vocabulary (Vol. 95). National Education Goals Panel.
Kail, R. (2002). Development change in proactive interference. Child Development, 73(6), 1703-1714. https://doi.org/10.1111/1467-8624.00500
Katz, L. (1993). Dispositions: Definitions and Implications for Early Practices (Vol. 4). ERIC Clearinghouse on Elementary and Early Childhood Education.
Katz, L. G., & Mcclellan, D. E. (1991). The Teacher`s Role in the Social Development of Young Children. In U. o. Illinois (Ed.). 805 West Pennsylvania Avenue, Urbana, IL 61801: ERIC Clearinghouse on Elementary and Early Childhood Education.
Kim，Eun, J., Yu, Y., & 신은수. (2014). Seeking ways of learning to learn based on an analysis of Korea and US early learning standards [유아기 학습에 대한 학습의 내용 모색을 위한 한국과 미국의 유아교육과정의 분석]. Korean Journal of Early Childhood Education, 34(1), 203-225. https://doi.org/10.18023/kjece.2014.34.1.009
Klingberg, T. (2006). Development of a superior frontal-intraparietal network for visuo-spatial working memory. Neuropsychologia, 44(11), 2171-2177. https://doi.org/10.1016/j.neuropsychologia.2005.11.019
Koca, F. (2010). An examination of the psychometric properties of the Student-Teacher Relationship Scale (STRS) in Turkish first-grade settings. https://docs.lib.purdue.edu/dissertations/AAI1489555/
Koomen, H. M., Verschueren, K., van Schooten, E., Jak, S., & Pianta, R. C. (2012). Validating the Student-Teacher Relationship Scale: testing factor structure and measurement invariance across child gender and age in a Dutch sample. Journal of School Psychology, 50(2), 215-234. https://doi.org/10.1016/j.jsp.2011.09.001
Korkman, M. (2000). Executive functions in children: Assessment, development, and disorders Journées SNLF Société de neuropsychologie de langue française (Neuchâtel 2000-05-19),
La Paro, K. M., & Pianta, R. C. (2000). Predicting children`s competence in the early school years: A meta-analytic review. Review of educational research, 70(4), 443-484. https://doi.org/10.3102/00346543070004443
La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the Prekindergarten Year. The Elementary School Journal, 104(5), 409-426. https://doi.org/10.1086/499760
Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190-206. https://doi.org/10.1037/a0013153
Lee, K. (2010). Do early academic achievement and behavior problems predict long-term effects among Head Start children? Children and Youth Services Review, 32(12), 1690-1703. https://doi.org/10.1016/j.childyouth.2010.07.012
Lee, K., Ng, S. F., Ng, E. L., & Lim, Z. Y. (2004). Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology, 89(2), 140-158. https://doi.org/10.1016/j.jecp.2004.07.001
Leggett, N., & Newman, L. (2017). Play: Challenging educators` beliefs about play in the indoor and outdoor environment. Australasian Journal of Early Childhood, 42(1), 24-32. https://doi.org/10.23965/ajec.42.1.03
Lezak, M. D. (1982). The Problem of Assessing Executive Functions. International Journal of Psychology, 17(1-4), 281-297. https://doi.org/10.1080/00207598208247445
Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children`s early approaches to learning and academic trajectories through fifth grade. Developmental Psychology, 46(5), 1062-1077. https://doi.org/10.1037/a0020066
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control, teacher-student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25(1), 51-64. https://doi.org/10.1016/j.ecresq.2009.07.005
Lillard, A., & Else-Quest, N. (2006). The early years. Evaluating Montessori education. Science, 313(5795), 1893-1894. https://doi.org/10.1126/science.1132362
Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. American Psychologist, 48(12), 1181-1209. https://doi.org/10.1037//0003-066X.48.12.1181
Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications, Inc.
Longobardi, C., Pasta, T., Marengo, D., Prino, L. E., & Settanni, M. (2020). Measuring Quality of Classroom Interactions in Italian Primary School: Structural Validity of the CLASS K-3. Journal of Experimental Education, 88(1), 103-122. https://doi.org/10.1080/00220973.2018.1533795
Lucas, R. E., & Fujita, F. (2000). Factors influencing the relation between extraversion and pleasant affect. Journal of Personality and Social Psychology, 79(6), 1039-1056. https://doi.org/10.1037/0022-3514.79.6.1039
MacCallum, R. C., & Austin, J. T. (2000). Applications of structural equation modeling in psychological research. Annu Rev Psychol, 51, 201-226. https://doi.org/10.1146/annurev.psych.51.1.201
Malone, L., Carlson, B. L., Aikens, N., Moiduddin, E., Klein, A. K., West, J., et al. (2013). Head start family and child experiences survey (FACES): 2009 cohort[United States]. https://doi.org/http://dx.doi.org/10.3886/ICPSR34558
Marks, H. M. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years. American Educational Research Journal, 37(1), 153–184. https://doi.org/10.3102/00028312037001153
Martin, N., & Brownell, R. (2012). Expressive One Word Picture Vocabulary Test- Spanish (EOWPVT-IV). Measurement instrument]. Austin, TX: Pro-Ed.
Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17(1), 151 – 176. https://doi.org/10.1207/s15566935eed1701_7
Matthews, J. S., Kizzie, K. T., Rowley, S. J., & Cortina, K. (2010). African Americans and boys: Understanding the literacy gap, tracing academic trajectories, and evaluating the role of learning-related skills. Journal of Educational Psychology, 102(3), 757-771. https://doi.org/10.1037/a0019616
Mazzocco, M. M., & Kover, S. T. (2007). A longitudinal assessment of executive function skills and their association with math performance. Child Neuropsychology, 13(1), 18-45. https://doi.org/10.1080/09297040600611346
McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471-490. https://doi.org/10.1016/j.ecresq.2006.09.003
McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: the role of learning-related social skills. Early Child Research Quarterly, 15(3), 307-329. https://doi.org/10.1016/S0885-2006(00)00069-7
McDermott, P. A. (1984). Comparative functions of preschool learning style and IQ in predicting future academic performance. Contemporary Educational Psychology, 9(1), 38-47. https://doi.org/10.1016/0361-476X(84)90006-7
McDermott, P. A. (1999). National scales of differential learning behaviors among American children and adolescents. School Psychology Review, 28(2), 280-291. https://doi.org/10.1080/02796015.1999.12085965
McDermott, P. A., & Beitman, B. S. (1984). Standardization of a scale for the study of children`s learning styles: Structure, stability, and criterion validity. Psychology in the Schools, 21(1), 5-14. https://doi.org/10.1002/1520-6807(198401)21:1<5::AID-PITS2310210102>3.0.CO;2-B
McDermott, P. A., Fantuzzo, J. W., Warley, H. P., Waterman, C., Angelo, L. E., Gadsden, V. L., & Sekino, Y. (2011). Multidimensionality of Teachers` Graded Responses for Preschoolers` Stylistic Learning Behavior: The Learning-to-Learn Scales. Educational and Psychological Measurement, 71(1), 148-169. https://doi.org/10.1177/0013164410387351
McDermott, P. A., Fantuzzo, J. W., Waterman, C., Angelo, L. E., Warley, H. P., Gadsden, V. L., & Zhang, X. (2009). Measuring preschool cognitive growth while it`s still happening: The Learning Express. Journal of School Psychology, 47(5), 337–366. https://doi.org/10.1016/j.jsp.2009.07.002
McDermott, P. A., Green, L. F., Francis, J. M., & Stott, D. H. (2000). Preschool Learning Behaviors Scale. Edumetric and Clinical Science.
McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and validation of the preschool learning behaviors scale. Psychology in the Schools, 39(4), 353-365. https://doi.org/10.1002/pits.10036
McDermott, P. A., Mordell, M., & Stoltzfus, J. C. (2001). The organization of student performance in American schools: Discipline, motivation, verbal learning, nonverbal learning. Journal of Educational Psychology, 93(1), 65-76. https://doi.org/10.1037/0022-0663.93.1.65
McDermott, P. A., Rikoon, S. H., & Fantuzzo, J. W. (2014). Tracing children`s approaches to learning through Head Start, kindergarten, and first grade: Different pathways to different outcomes. Journal of Education & Psychology, 106(1), 200-213. https://doi.org/https://doi.org/10.1037/a0033547
McDermott, P. A., Rikoon, S. H., Waterman, C., & Fantuzzo, J. W. (2012). The Preschool Learning Behaviors Scale: Dimensionality and External Validity in Head Start. School Psychology Review, 41(1), 66-81. https://doi.org/10.1080/02796015.2012.12087376
McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to early academic success. Developmental Psychology, 40(4), 633-645. https://doi.org/10.1037/0012-1649.40.4.633
Meuter, R. F. I., & Allport, A. (1999). Bilingual Language Switching in Naming: Asymmetrical Costs of Language Selection. Journal of Memory and Language, 40(1), 25-40. https://doi.org/10.1006/jmla.1998.2602
Mitchell, J. V., Jr. (1992). Interrelationships and predictive efficacy for indices of intrinsic, extrinsic, and self-assessed motivation for learning. Journal of Research and Development in Education, 25(3), 149–155.
Miyake, A., & Friedman, N. P. (2012). The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions. Curr Dir Psychol Sci, 21(1), 8-14. https://doi.org/10.1177/0963721411429458
Morgan, G. A., MacTurk, R. H., & Hrncir, E. J. (1995). Mastery motivation: Overview, definitions, and conceptual issues. In G. A. M. R. H. MacTurk (Ed.), Mastery motivation: Origins, conceptualizations, and applications (pp. 1–18). Ablex.
Morgan, P. L., Farkas, G., & Wu, Q. (2011). Kindergarten children’s growth trajectories in reading and mathematics: Who falls increasingly behind? Journal of learning disabilities, 44(5), 472-488. https://doi.org/10.1177/0022219411414010
Musu-Gillette, L. E., Barofsky, M. Y., & List, A. (2015). Exploring the relationship between student approaches to learning and reading achievement at the school level. Journal of Early Childhood Literacy, 15(1), 37-72. https://doi.org/10.1177/1468798413512846
Myers, S. S., & Pianta, R. C. (2008). Developmental Commentary: Individual and Contextual Influences on Student–Teacher Relationships and Children`s Early Problem Behaviors. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608. https://doi.org/10.1080/15374410802148160
Nathanson, L., Rimm-Kaufman, S. E., & Brock, L. L. (2009). Kindergarten adjustment difficulty: The contribution of children’s effortful control and parental control. Early Education and Development, 20(5), 775 – 798. https://doi.org/10.1080/10409280802571236
Nayfeld, I., Fuccillo, J., & Greenfield, D. B. (2013). Executive functions in early learning: Extending the relationship between executive functions and school readiness to science. Learning and Individual Differences, 26, 81-88. https://doi.org/10.1016/j.lindif.2013.04.011
Nesbitt, K. T., Farran, D. C., & Fuhs, M. W. (2015). Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors. Developmental Psychology, 51(7), 865-878. https://doi.org/10.1037/dev0000021
Nurmi, J. E. (2012). Students’ characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review, 7(3), 177–197. https://doi.org/https://doi.org/10.1016/j.edurev.2012.03.001
Oakes, M. (1986). Statistical reference: A commentary for the social and behavioral sciences. Wiley.
Pakarinen, E., Aunola, K., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M., Siekkinen, M., & Nurmi, J. E. (2014). The cross-lagged associations between classroom interactions and children’s achievement behaviors. Contemporary Educational Psychology, 39(3), 248–261. https://doi.org/https://doi.org/10.1016/j.cedpsych.2014.06.001
Palmer, T. M., & Sterne, J. A. C. (2009). Meta-Analysis: An Updated Collection from the Stata Journal. Crc Press.
Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of Young Children`s Motivation for Science and Teacher-Child Relationships. The Journal of Experimental Education, 76(2), 121-144. https://doi.org/10.3200/JEXE.76.2.121-144
Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. J Child Psychol Psychiatry, 37(1), 51-87. https://doi.org/10.1111/j.1469-7610.1996.tb01380.x
Peters, L. H., Hartke, D. D., & Pohlmann, J. T. (1985). Fiedler`s Contingency Theory of Leadership: An application of the meta-analysis procedures of Schmidt and Hunter. Psychological Bulletin, 97(2), 274-285. https://doi.org/10.1037/0033-2909.97.2.274
Pianta, R. C. (2001). Student–Teacher Relationship Scale–Short Form. Psychological Assessment Resources, Inc.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Paul H Brookes Publishing.
Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12(3), 263-280. https://doi.org/10.1016/s0885-2006(97)90003-x
Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2002). How schools can do better: fostering stronger connections between teachers and students. New Directions for Youth Development(93), 91-107. https://doi.org/10.1002/yd.23320029307
Pigott, & Terri, D. (2012). Advances in Meta-Analysis Volume 838 || Planning a Meta-analysis in a Systematic Review. Springer. https://doi.org/10.1007/978-1-4614-2278-5_3
Premack, S. L., & Hunter, J. E. (1988). Individual unionization decisions. Psychological Bulletin, 103(2), 223-234. https://doi.org/10.1037/0033-2909.103.2.223
Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647-658. https://doi.org/10.1016/j.jecp.2011.07.004
Purpura, D. J., Logan, J. A., Hassinger-Das, B., & Napoli, A. R. (2017). Why do early mathematics skills predict later reading? The role of mathematical language. Developmental Psychology, 53(9), 1633. https://doi.org/10.1037/dev0000375
Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34. https://doi.org/10.1016/j.jecp.2016.08.010
Raver, C. C., & Blair, C. (2016). Neuroscientific Insights: Attention, Working Memory, and Inhibitory Control. Future of Children, 26(2), 95-118. https://doi.org/10.1353/foc.2016.0014
Razza, R. A., Martin, A., & Brooks-Gunn, J. (2015). Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly? Child Youth Care Forum, 44(6), 757-776. https://doi.org/10.1007/s10566-015-9307-0
Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292. https://doi.org/10.1177/07419325060270050301
Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147-166. https://doi.org/10.1016/s0885-2006(00)00049-1
Rock, D. A., & Pollack, J. M. (2002). Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for Kindergarten through First Grade. Working Paper Series.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement:A Meta-Analytic Approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
Roth, R. M., Isquith, P. K., & Gioia, G. A. (2014). Assessment of Executive Functioning Using the Behavior Rating Inventory of Executive Function (BRIEF). In S. Goldstein & J. A. Naglieri (Eds.), Handbook of Executive Functioning (pp. 301-331). Springer New York. https://doi.org/10.1007/978-1-4614-8106-5_18
Ryan, R. M. (2004). An overview of self-determination theory: An organismic-dialectical perspective. In E. Teoksessa Deci & R. M. Ryan (Eds.), Handbook of Self-Determination Theory. University of Rochester Press.
Sameroff, A. J., & MacKenzie, M. J. (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology, 15, 613–640. https://doi.org/https://doi.org/10.1017/S0954579403000312
Sarma, U. A., & Thomas, T. M. (2020). Breaking the limits of executive functions: Towards a sociocultural perspective. Culture & Psychology, 26(3), 358-368, Article 1354067x19898673. https://doi.org/10.1177/1354067x19898673
Schaefer, B. A., & McDermott, P. A. (1999). Learning behavior and intelligence as explanations for children`s scholastic achievement. Journal of School Psychology, 37(3), 299–313. https://doi.org/10.1016/S0022-4405(99)00007-2
Schmerse, D., & Zitzmann, S. (2021). Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement? Learning and Instruction, 71, Article 101374. https://doi.org/10.1016/j.learninstruc.2020.101374
Schmidt, F. L., Hunter, J. E., & Outerbridge, A. N. (1986). Impact of job experience and ability on job knowledge, work sample performance, and supervisory ratings of job performance. Journal of Applied Psychology, 71(3), 432-439. https://doi.org/10.1037/0021-9010.71.3.432
Schmitt, S. A., Duncan, R. J., Budrevich, A., & Korucu, I. (2020). Benefits of Behavioral Self-regulation in the Context of High Classroom Quality for Preschoolers` Mathematics. Early Education and Development, 31(3), 323-334. https://doi.org/10.1080/10409289.2019.1660555
Schmitt, S. A., Geldhof, G. J., Purpura, D. J., Duncan, R., & McClelland, M. M. (2017). Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach. Journal of Educational Psychology, 109(8), 1120-1140. https://doi.org/10.1037/edu0000193
Sherman, E. M. S., & Brooks, B. L. (2010). Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P): Test Review and Clinical Guidelines for Use. Child Neuropsychology, 16(5), 503-519. https://doi.org/10.1080/09297041003679344
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916. https://doi.org/10.1037/0012-1649.33.6.906
Shonkoff, J. P., Phillips, D. A., & Council, N. R. (2000a). Acquiring self-regulation. In From neurons to neighborhoods: The science of early childhood development. National Academies Press (US).
Shonkoff, J. P., Phillips, D. A., & Council, N. R. (2000b). Making friends and getting along with peers. In From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press (US).
Singh, K., Granville, M., & Dika, S. (2002). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. The Journal of Educational Research, 95(6), 323-332. https://doi.org/10.1080/00220670209596607
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/https://doi.org/10.1037/0022-0663.85.4.571.
Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the preschool self-regulation assessment (PSRA) for fieldbased research. Early Childhood Research Quarterly, 22, 173–187. https://doi.org/https://doi.org/10.1016/j.ecresq.2007.01.002
Snow, C. E. (2018). Simple and Not-So-Simple Views of Reading. Remedial and Special Education, 39(5), 313-316. https://doi.org/10.1177/0741932518770288
Son, S.-H. C., Kwon, K.-A., Jeon, H.-J., & Hong, S.-Y. (2013). Head Start Classrooms and Children`s School Readiness Benefit from Teachers` Qualifications and Ongoing Training. Child & Youth Care Forum, 42(6), 525-553. https://doi.org/10.1007/s10566-013-9213-2
St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745-759. https://doi.org/10.1080/17470210500162854
Start, U. S. O. o. H. (2010). The Head Start Child Development and Early Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old. Washington, DC
Start, U. S. O. o. H. (2015). Interactive Head Start Early Learning Outcomes Framework: Ages Birth to Five. https://eclkc.ohs.acf.hhs.gov/interactive-head-start-early-learning-outcomes-framework-ages-birth-five
Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Development, 66(1), 209–223. https://doi.org/https://doi.org/10.1111/j.1467-8624.1995.tb00866.x
Sulik, M. J., Huerta, S., Zerr, A. A., Eisenberg, N., Spinrad, T. L., Valiente, C., Di Giunta, L., Pina, A. A., Eggum, N. D., Sallquist, J., Edwards, A., Kupfer, A., Lonigan, C. J., Phillips, B. M., Wilson, S. B., Clancy-Menchetti, J., Landry, S. H., Swank, P. R., Assel, M. A., & Taylor, H. B. (2009). The Factor Structure of Effortful Control and Measurement Invariance Across Ethnicity and Sex in a High-Risk Sample. Journal of psychopathology and behavioral assessment, 32(1), 8-22. https://doi.org/10.1007/s10862-009-9164-y
Sung, J., & Wickrama, K. A. S. (2018). Longitudinal relationship between early academic achievement and executive function: Mediating role of approaches to learning. Contemporary Educational Psychology, 54, 171-183. https://doi.org/10.1016/j.cedpsych.2018.06.010
Sutherland, K. S., & Oswald, D. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14, 1–14. https://doi.org/https://doi.org/10.1007/s10826-005-1106-z
Thompson, R. (2019). Children’s Approaches to Learning. https://eclkc.ohs.acf.hhs.gov/podcast/ross-thompson-childrens-approaches-learning
Torres, M. M., Domitrovich, C. E., & Bierman, K. L. (2015). Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge. Journal of Applied Developmental Psychology, 39, 44-52. https://doi.org/10.1016/j.appdev.2015.04.008
Tremblay, P. F., & Gardner, R. C. (1996). On the growth of structural equation modeling in psychological journals. Structural Equation Modeling: A Multidisciplinary Journal, 3(2), 93-104. https://doi.org/10.1080/10705519609540035
Valentine, J. C., Pigott, T. D., & Rothstein, H. R. (2010). How Many Studies Do You Need? A Primer on Statistical Power for Meta-Analysis. Journal of Educational and Behavioral Statistics, 35(2), 215-247. https://doi.org/10.3102/1076998609346961
Viswesvaran, C., & Ones, D. S. (1995). Theory Testing: Combining Psychometric Meta-Analysis and Structural Equations Modeling. Personnel Psychology, 48(4), 865-885. https://doi.org/10.1111/j.1744-6570.1995.tb01784.x
Vitiello, V. E., Greenfield, D. B., Munis, P., & George, J. L. (2011). Cognitive flexibility, approaches to learning, and academic school readiness in Head Start preschool children. Early Education & Development, 22(3), 388-410. https://doi.org/10.1080/10409289.2011.538366
Voelkl, K. E. (1997). Identification with School. American Journal of Education, 105(3), 294-318. https://doi.org/10.1086/444158
Webster-Stratton, C., & Reid, M. J. (2004). Strengthening Social and Emotional Competence in Young Children-The Foundation for Early School Readiness and Success. Infants & Young Children, 17(2), 96-113. https://doi.org/10.1097/00001163-200404000-00002
Weiland, C., & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children`s mathematics, language, literacy, executive function, and emotional skills. Child Dev, 84(6), 2112-2130. https://doi.org/10.1111/cdev.12099
Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Education & Psychology, 102(1), 43–53. https://doi.org/10.1037/a0016738
Welsh, M. C. (2002). Developmental and clinical variations in executive functions. In D. L. Molfese & V. J. Molfese (Eds.), Developmental variations in learning: Applications to social, executive function, language, and reading skills. Lawrence Erlbaum Associates Publishers.
Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91(1), 76-97. https://doi.org/10.1037/0022-0663.91.1.76
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001a). Woodcock-johnson tests of achievement (3rd ed.). Riverside Publishing.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001b). Woodcock-Johnson tests of cognitive abilities (3rd ed.). Riverside Publishing.
Wu, Z., Hu, B. Y., & Fan, X. (2019). Cross-Cultural Validity of Preschool Learning Behavior Scale in Chinese Cultural Context. Journal of Psychoeducational Assessment, 37(1), 125-130. https://doi.org/10.1177/0734282916651538
Yen, C.-J., Konold, T. R., & McDermott, P. A. (2004). Does learning behavior augment cognitive ability as an indicator of academic achievement? Journal of School Psychology, 42(2), 157-169. https://doi.org/10.1016/j.jsp.2003.12.001
Zelazo, P. D. (2004). The development of conscious control in childhood. Trends in Cognitive Sciences, 8(1), 12-17. https://doi.org/10.1016/j.tics.2003.11.001
Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children. Nature Protocols, 1(1), 297-301. https://doi.org/10.1038/nprot.2006.46
Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early Development of Executive Function: A Problem-Solving Framework. Review of General Psychology, 1(2), 198-226. https://doi.org/10.1037/1089-2680.1.2.198
Zelazo, P. D., & Frye, D. (1997). Cognitive complexity and control: A theory of the development of deliberate reasoning and intentional action. In M. I. Stamenov (Ed.), Language Structure, Discourse, and the Access to Consciousness (pp. 113-153). John Benjamins.
Zelazo, P. D., Müller, U., Frye, D., Marcovitch, S., Argitis, G., Boseovski, J., Chiang, J. K., Hongwanishkul, D., Schuster, B. V., Sutherland, A., & Carlson, S. M. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), i-151. http://www.jstor.org/stable/1166202
Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2018). Sources of individual differences in young Chinese children`s reading and mathematics skill: A longitudinal study. Journal of School Psychology, 71, 122-137. https://doi.org/10.1016/j.jsp.2018.10.008 |
| Description: | 博士
國立政治大學
教育學系
107152519 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0107152519 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU202101666 |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 251901.pdf | | 2994Kb | Adobe PDF2 | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
