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Citation: 

Blair, C. et al. (2007) Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten (Journal Article)

Abstract: 

This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.

Author/s: Blair, C., Razza, R. P.
Date: 
January 2007
Volume: 
78
Issue: 
2
Page/s: 
647-663
ISSN Number: 
0009-3920, 1467-8624
DOI: 
10.1111/j.1467-8624.2007.01019.x
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