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Blankson AN, Weaver JM, Leerkes EM, et al. Cognitive and Emotional Processes as Predictors of a Successful Transition into School. Early Educ Dev. 2016;28(1):1-20doi: 10.1080/10409289.2016.1183434.
Blankson, A. N., Weaver, J. M., Leerkes, E. M., O'Brien, M., Calkins, S. D., & Marcovitch, S. (2017). Cognitive and Emotional Processes as Predictors of a Successful Transition into School. Early education and development, 28(1), 1-20. https://doi.org/10.1080/10409289.2016.1183434
Blankson, A Nayena, et al. "Cognitive and Emotional Processes as Predictors of a Successful Transition into School." Early education and development vol. 28,1 (2017): 1-20. doi: https://doi.org/10.1080/10409289.2016.1183434
Blankson AN, Weaver JM, Leerkes EM, O'Brien M, Calkins SD, Marcovitch S. Cognitive and Emotional Processes as Predictors of a Successful Transition into School. Early Educ Dev. 2017;28(1):1-20. doi: 10.1080/10409289.2016.1183434. Epub 2016 Jul 07. PMID: 28785157; PMCID: PMC5544129.
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Early Educ Dev. 2017;28(1):1-20. doi: 10.1080/10409289.2016.1183434. Epub 2016 Jul 07.

Cognitive and Emotional Processes as Predictors of a Successful Transition into School.

Early education and development

A Nayena Blankson, Jennifer Miner Weaver, Esther M Leerkes, Marion O'Brien, Susan D Calkins, Stuart Marcovitch

Affiliations

  1. Spelman College.
  2. Boise State University.
  3. University of North Carolina at Greensboro.

PMID: 28785157 PMCID: PMC5544129 DOI: 10.1080/10409289.2016.1183434

Abstract

RESEARCH FINDINGS: The aim of this research was to delineate developmental processes that contribute to early school success. To achieve this aim, we examined emotion regulation, executive functioning, emotion knowledge, and metacognition at ages three and four as distal and proximal predictors of age five achievement and school adjustment in a sample of 263 children (42% non-White). We also explored mediational pathways among these four processes in the prediction of the age five outcomes. Results revealed that all four processes affect achievement and school adjustment, but in different ways, with executive functioning emerging as a key predictor.

PRACTICE OR POLICY: Executive functioning was found to be a key factor in predicting achievement and school performance in the kindergarten year. This finding provides support for the development of executive functioning training programs that can be applied in the preschool classroom, particularly for promoting reading development. However, additional emphasis should be placed on both cognitive and emotional processes in the preschool years, to promote optimal development.

Keywords: Achievement; Cognition; Emotion; School success

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