Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

scholarly journals Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017)

2021 ◽  
Author(s):  
Alexa Ellis ◽  
Sammy F. Ahmed ◽  
Selin Zeytinoglu ◽  
Elif Isbell ◽  
Susan D. Calkins ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Executive Function ◽  
Math Achievement ◽  
First Grade ◽  
Academic Skills ◽  
Literacy Achievement ◽  
Developmental Age ◽  
Bidirectional Associations ◽  
Reciprocal Associations

The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research.

scholarly journals Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017)

2021 ◽  
Vol 7 (3) ◽  
pp. 453-472 ◽  
Author(s):  
Alexa Ellis ◽  
Sammy F. Ahmed ◽  
Selin Zeytinoglu ◽  
Elif Isbell ◽  
Susan D. Calkins ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Executive Function ◽  
Math Achievement ◽  
First Grade ◽  
Academic Skills ◽  
Literacy Achievement ◽  
Developmental Age ◽  
Bidirectional Associations ◽  
Reciprocal Associations

The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017, https://doi.org/10.1037/edu0000193). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research.

Coparenting in Teen Mothers and Their Children's Fathers: Evidence From the Early Childhood Longitudinal Study–Birth Cohort

2012 ◽  
Vol 12 (6) ◽  
pp. 539-545 ◽  
Author(s):  
Amy Lewin ◽  
Stephanie J. Mitchell ◽  
Lee S. Beers ◽  
Mark E. Feinberg ◽  
Cynthia S. Minkovitz
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Teen Mothers ◽  
Early Childhood Longitudinal Study
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