TY - JOUR
T1 - Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school
AU - Sasser, Tyler R.
AU - Beekman, Charles R.
AU - Bierman, Karen L.
N1 - Publisher Copyright:
Copyright © Cambridge University Press 2014.
PY - 2015/8/21
Y1 - 2015/8/21
N2 - A sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; Mage = 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of teacher-rated inattention from kindergarten through third grade identified four developmental trajectories: stable low (53% of the sample), stable high (11.3%), rising over time (16.4%), and declining over time (19.3%). Children with stable low inattention had the best academic outcomes in fifth grade, and children exhibiting stable high inattention had the worst, with the others in between. Self-regulation difficulties in preschool (poor executive function skills and elevated opposition-aggression) differentiated children with rising versus stable low inattention. Elementary schools characterized by higher achievement differentiated children with declining versus stable high inattention. Boys and children from single-parent families were more likely to remain high or rise in inattention, whereas girls and children from dual-parent families were more likely to remain low or decline in inattention.
AB - A sample of 356 children recruited from Head Start (58% European American, 25% African American, and 17% Hispanic; 54% girls; Mage = 4.59 years) were followed longitudinally from prekindergarten through fifth grade. Latent profile analyses of teacher-rated inattention from kindergarten through third grade identified four developmental trajectories: stable low (53% of the sample), stable high (11.3%), rising over time (16.4%), and declining over time (19.3%). Children with stable low inattention had the best academic outcomes in fifth grade, and children exhibiting stable high inattention had the worst, with the others in between. Self-regulation difficulties in preschool (poor executive function skills and elevated opposition-aggression) differentiated children with rising versus stable low inattention. Elementary schools characterized by higher achievement differentiated children with declining versus stable high inattention. Boys and children from single-parent families were more likely to remain high or rise in inattention, whereas girls and children from dual-parent families were more likely to remain low or decline in inattention.
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U2 - 10.1017/S0954579414000947
DO - 10.1017/S0954579414000947
M3 - Article
C2 - 25200465
AN - SCOPUS:84937635624
SN - 0954-5794
VL - 27
SP - 681
EP - 693
JO - Development and Psychopathology
JF - Development and Psychopathology
IS - 3
ER -