The contributions of 'hot' and 'cool' executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

被引：398

作者：

Brock, Laura L. ^{[1
]}

Rimm-Kaufman, Sara E.

Nathanson, Lori

Grimm, Kevin J. ^{[2
]}

机构：

[1] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22903 USA

[2] Univ Calif Davis, Davis, CA 95616 USA

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2009年 / 24卷 / 03期

基金：

美国国家科学基金会;

关键词：

Executive function; Academic achievement; Learning-related behavior; Engagement; Kindergarten; School readiness; EFFORTFUL CONTROL; YOUNG-CHILDREN; INHIBITORY CONTROL; ELEMENTARY-SCHOOL; DELAY; GRATIFICATION; ASSOCIATION; COMPETENCE; READINESS; EMOTION;

D O I：

10.1016/j.ecresq.2009.06.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both 'cool' cognitive and 'hot' emotional components. This study asks: (a) what are the relative contributions of 'hot' and 'cool' EF to children's academic achievement? (b) What are the relative contributions of 'hot' and 'cool' EF to learning-related classroom behaviors and observed engagement? (c) Do learning-related classroom behaviors and observed engagement account for the relation between EF and achievement? For a sample of 173 kindergarteners, cool EF predicted math achievement, learning-related classroom behaviors, and observed engagement. Hot EF did not predict any achievement or behavior outcomes when examined concurrently with cool EF. Children's classroom behavior did not account for the relation between cool EF and math achievement, suggesting cool EF and math performance are directly associated. (C) 2009 Elsevier Inc. All rights reserved.

引用

页码：337 / 349

页数：13

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