Bidirectional relations among executive function, teacher–child relationships, and early reading and math achievement: A cross-lagged panel analysis

Research paper by Rachel D. McKinnon, Clancy Blair

Indexed on: 28 Apr '18Published on: 25 Apr '18Published in: Early Childhood Research Quarterly


Publication date: Available online 4 April 2018 Source:Early Childhood Research Quarterly Author(s): Rachel D. McKinnon, Clancy Blair Though prior research has examined the links between executive function (EF) – the higher order cognitive processes involved in self-regulation – and academic achievement, and between teacher–child relationships and academic achievement, few studies have examined the extent to which EF, teacher–child conflict, and academic achievement are related. The present study explores the longitudinal, bidirectional relations among direct assessments of children’s EF and early reading and math achievement and teacher-reports of relationship closeness and conflict with target children. Data were collected with N = 759 children in fall and spring of kindergarten and in fall of first grade. The results confirm bidirectional associations between EF and math achievement. Moreover, the study finds that conflict with teachers predicts EF and reading achievement, but not math achievement, though the relations are not bidirectional.