Executive Function Skills and School Success in Young Children Experiencing Homelessness
The authors examined the role of executive function (EF) skills as a predictor of kindergarten or first-grade adjustment in 138 children living in shelters for homeless families. During the summer, children completed a battery of six EF tasks and three IQ measures. Teachers later rated children'...
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| Veröffentlicht in: | Educational researcher 2012-12, Vol.41 (9), p.375-384 |
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| creator | Masten, Ann S. Herbers, Janette E. Desjardins, Christopher David Cutuli, J. J. McCormick, Christopher M. Sapienza, Julianna K. Long, Jeffrey D. Zelazo, Philip David |
| description | The authors examined the role of executive function (EF) skills as a predictor of kindergarten or first-grade adjustment in 138 children living in shelters for homeless families. During the summer, children completed a battery of six EF tasks and three IQ measures. Teachers later rated children's school adjustment in five domains of achievement and social conduct. Confirmatory factor analysis supported the construct validity of EF as distinct from the general factor in IQ tests. The differential predictive validity of EF scores for school adjustment was tested by hierarchical regression analysis in relation to IQ. Results supported the hypothesis that EF has unique predictive significance for homeless children. Findings also corroborate the feasibility and validity of EF assessments in community settings and contribute to growing evidence that EF skills are important for school success. Implications are discussed for addressing educational disparities for homeless and highly mobile children. |
| doi_str_mv | 10.3102/0013189X12459883 |
| format | Article |
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J. ; McCormick, Christopher M. ; Sapienza, Julianna K. ; Long, Jeffrey D. ; Zelazo, Philip David</creator><creatorcontrib>Masten, Ann S. ; Herbers, Janette E. ; Desjardins, Christopher David ; Cutuli, J. J. ; McCormick, Christopher M. ; Sapienza, Julianna K. ; Long, Jeffrey D. ; Zelazo, Philip David</creatorcontrib><description>The authors examined the role of executive function (EF) skills as a predictor of kindergarten or first-grade adjustment in 138 children living in shelters for homeless families. During the summer, children completed a battery of six EF tasks and three IQ measures. Teachers later rated children's school adjustment in five domains of achievement and social conduct. Confirmatory factor analysis supported the construct validity of EF as distinct from the general factor in IQ tests. The differential predictive validity of EF scores for school adjustment was tested by hierarchical regression analysis in relation to IQ. Results supported the hypothesis that EF has unique predictive significance for homeless children. Findings also corroborate the feasibility and validity of EF assessments in community settings and contribute to growing evidence that EF skills are important for school success. Implications are discussed for addressing educational disparities for homeless and highly mobile children.</description><identifier>ISSN: 0013-189X</identifier><identifier>EISSN: 1935-102X</identifier><identifier>DOI: 10.3102/0013189X12459883</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic Achievement ; Achievement Gap ; At Risk Persons ; Children ; Children & youth ; Construct Validity ; Disadvantaged Youth ; Discriminant analysis ; Elementary education ; Elementary school students ; Emergency Shelters ; Evidence ; Executive Function ; Factor Analysis ; Homeless People ; Homelessness ; Housing Needs ; Intelligence Quotient ; Intelligence tests ; Kindergarten ; Kindergarten education ; Measures (Individuals) ; Poverty ; Predictive Validity ; Predictor Variables ; Preschool education ; Regression (Statistics) ; Regression analysis ; Role ; School adjustment ; Social factors ; Special Section: Mobility and Homelessness in School Aged-Children ; Statistical analysis ; Street children ; Student Adjustment ; Teachers ; Test validity and reliability</subject><ispartof>Educational researcher, 2012-12, Vol.41 (9), p.375-384</ispartof><rights>Copyright © 2012 American Educational Research Association</rights><rights>2012 AERA</rights><rights>Copyright American Educational Research Association Dec 2012</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c399t-4801da947ff7d96edf8dc5e5bd16503688a0a61aa47e30325017bb87f00fe4523</citedby><cites>FETCH-LOGICAL-c399t-4801da947ff7d96edf8dc5e5bd16503688a0a61aa47e30325017bb87f00fe4523</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/23360362$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/23360362$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,21818,27923,27924,43620,43621,58016,58249</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ987284$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Masten, Ann S.</creatorcontrib><creatorcontrib>Herbers, Janette E.</creatorcontrib><creatorcontrib>Desjardins, Christopher David</creatorcontrib><creatorcontrib>Cutuli, J. J.</creatorcontrib><creatorcontrib>McCormick, Christopher M.</creatorcontrib><creatorcontrib>Sapienza, Julianna K.</creatorcontrib><creatorcontrib>Long, Jeffrey D.</creatorcontrib><creatorcontrib>Zelazo, Philip David</creatorcontrib><title>Executive Function Skills and School Success in Young Children Experiencing Homelessness</title><title>Educational researcher</title><description>The authors examined the role of executive function (EF) skills as a predictor of kindergarten or first-grade adjustment in 138 children living in shelters for homeless families. During the summer, children completed a battery of six EF tasks and three IQ measures. Teachers later rated children's school adjustment in five domains of achievement and social conduct. Confirmatory factor analysis supported the construct validity of EF as distinct from the general factor in IQ tests. The differential predictive validity of EF scores for school adjustment was tested by hierarchical regression analysis in relation to IQ. Results supported the hypothesis that EF has unique predictive significance for homeless children. Findings also corroborate the feasibility and validity of EF assessments in community settings and contribute to growing evidence that EF skills are important for school success. Implications are discussed for addressing educational disparities for homeless and highly mobile children.</description><subject>Academic Achievement</subject><subject>Achievement Gap</subject><subject>At Risk Persons</subject><subject>Children</subject><subject>Children & youth</subject><subject>Construct Validity</subject><subject>Disadvantaged Youth</subject><subject>Discriminant analysis</subject><subject>Elementary education</subject><subject>Elementary school students</subject><subject>Emergency Shelters</subject><subject>Evidence</subject><subject>Executive Function</subject><subject>Factor Analysis</subject><subject>Homeless People</subject><subject>Homelessness</subject><subject>Housing Needs</subject><subject>Intelligence Quotient</subject><subject>Intelligence tests</subject><subject>Kindergarten</subject><subject>Kindergarten education</subject><subject>Measures (Individuals)</subject><subject>Poverty</subject><subject>Predictive Validity</subject><subject>Predictor Variables</subject><subject>Preschool education</subject><subject>Regression (Statistics)</subject><subject>Regression analysis</subject><subject>Role</subject><subject>School adjustment</subject><subject>Social factors</subject><subject>Special Section: Mobility and Homelessness in School Aged-Children</subject><subject>Statistical analysis</subject><subject>Street children</subject><subject>Student Adjustment</subject><subject>Teachers</subject><subject>Test validity and reliability</subject><issn>0013-189X</issn><issn>1935-102X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><recordid>eNp1kMFLwzAUxoMoOKd3DwoBz9WXpGnTo4zNKQMPU5inkqXp1tklM2ll_vemVIYIHh4P3vd73-N9CF0SuGUE6B0AYURkC0JjngnBjtCAZIxHQVsco0EnR51-is683wAAj6kYoMV4r1XbVJ8aT1qjmsoaPH-v6tpjaQo8V2trazxvldLe48rgN9uaFR6tq7pw2uDxfqddpY2qwnRqt7oOnAl1jk5KWXt98dOH6HUyfhlNo9nzw-PofhYplmVNFAsghczitCzTIkt0UYpCcc2XBUk4sEQICTIhUsapZsAoB5IulyItAUodc8qG6Kb33Tn70Wrf5BvbOhNO5oQyCiBCIoGCnlLOeu90me9ctZXuKyeQd_nlf_MLK1f9SvhPHfDxUyZSKjrHqJe9XOlfN_-3u-75jW-sO_hRxpLwJmXfLPOCgQ</recordid><startdate>20121201</startdate><enddate>20121201</enddate><creator>Masten, Ann S.</creator><creator>Herbers, Janette E.</creator><creator>Desjardins, Christopher David</creator><creator>Cutuli, J. J.</creator><creator>McCormick, Christopher M.</creator><creator>Sapienza, Julianna K.</creator><creator>Long, Jeffrey D.</creator><creator>Zelazo, Philip David</creator><general>SAGE Publications</general><general>American Educational Research Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20121201</creationdate><title>Executive Function Skills and School Success in Young Children Experiencing Homelessness</title><author>Masten, Ann S. ; Herbers, Janette E. ; Desjardins, Christopher David ; Cutuli, J. J. ; McCormick, Christopher M. ; Sapienza, Julianna K. ; Long, Jeffrey D. ; Zelazo, Philip David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c399t-4801da947ff7d96edf8dc5e5bd16503688a0a61aa47e30325017bb87f00fe4523</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Academic Achievement</topic><topic>Achievement Gap</topic><topic>At Risk Persons</topic><topic>Children</topic><topic>Children & youth</topic><topic>Construct Validity</topic><topic>Disadvantaged Youth</topic><topic>Discriminant analysis</topic><topic>Elementary education</topic><topic>Elementary school students</topic><topic>Emergency Shelters</topic><topic>Evidence</topic><topic>Executive Function</topic><topic>Factor Analysis</topic><topic>Homeless People</topic><topic>Homelessness</topic><topic>Housing Needs</topic><topic>Intelligence Quotient</topic><topic>Intelligence tests</topic><topic>Kindergarten</topic><topic>Kindergarten education</topic><topic>Measures (Individuals)</topic><topic>Poverty</topic><topic>Predictive Validity</topic><topic>Predictor Variables</topic><topic>Preschool education</topic><topic>Regression (Statistics)</topic><topic>Regression analysis</topic><topic>Role</topic><topic>School adjustment</topic><topic>Social factors</topic><topic>Special Section: Mobility and Homelessness in School Aged-Children</topic><topic>Statistical analysis</topic><topic>Street children</topic><topic>Student Adjustment</topic><topic>Teachers</topic><topic>Test validity and reliability</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Masten, Ann S.</creatorcontrib><creatorcontrib>Herbers, Janette E.</creatorcontrib><creatorcontrib>Desjardins, Christopher David</creatorcontrib><creatorcontrib>Cutuli, J. J.</creatorcontrib><creatorcontrib>McCormick, Christopher M.</creatorcontrib><creatorcontrib>Sapienza, Julianna K.</creatorcontrib><creatorcontrib>Long, Jeffrey D.</creatorcontrib><creatorcontrib>Zelazo, Philip David</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Educational researcher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Masten, Ann S.</au><au>Herbers, Janette E.</au><au>Desjardins, Christopher David</au><au>Cutuli, J. J.</au><au>McCormick, Christopher M.</au><au>Sapienza, Julianna K.</au><au>Long, Jeffrey D.</au><au>Zelazo, Philip David</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ987284</ericid><atitle>Executive Function Skills and School Success in Young Children Experiencing Homelessness</atitle><jtitle>Educational researcher</jtitle><date>2012-12-01</date><risdate>2012</risdate><volume>41</volume><issue>9</issue><spage>375</spage><epage>384</epage><pages>375-384</pages><issn>0013-189X</issn><eissn>1935-102X</eissn><abstract>The authors examined the role of executive function (EF) skills as a predictor of kindergarten or first-grade adjustment in 138 children living in shelters for homeless families. During the summer, children completed a battery of six EF tasks and three IQ measures. Teachers later rated children's school adjustment in five domains of achievement and social conduct. Confirmatory factor analysis supported the construct validity of EF as distinct from the general factor in IQ tests. The differential predictive validity of EF scores for school adjustment was tested by hierarchical regression analysis in relation to IQ. Results supported the hypothesis that EF has unique predictive significance for homeless children. Findings also corroborate the feasibility and validity of EF assessments in community settings and contribute to growing evidence that EF skills are important for school success. Implications are discussed for addressing educational disparities for homeless and highly mobile children.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.3102/0013189X12459883</doi><tpages>10</tpages></addata></record> |
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| subjects | Academic Achievement Achievement Gap At Risk Persons Children Children & youth Construct Validity Disadvantaged Youth Discriminant analysis Elementary education Elementary school students Emergency Shelters Evidence Executive Function Factor Analysis Homeless People Homelessness Housing Needs Intelligence Quotient Intelligence tests Kindergarten Kindergarten education Measures (Individuals) Poverty Predictive Validity Predictor Variables Preschool education Regression (Statistics) Regression analysis Role School adjustment Social factors Special Section: Mobility and Homelessness in School Aged-Children Statistical analysis Street children Student Adjustment Teachers Test validity and reliability |
| title | Executive Function Skills and School Success in Young Children Experiencing Homelessness |
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