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- Publisher
- Wiley
- Copyright
- Journal Compilation © 2017 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
- ISSN
- 1751-2271
- eISSN
- 1751-228X
- DOI
- 10.1111/mbe.12134
- Publisher site
- See Article on Publisher Site
Abstract
The current study specified the extent to which hot and cool aspects of executive functioning predicted academic and social‐emotional indicators of school readiness. It was unique in focusing on positive aspects of social–emotional readiness, rather than problem behaviors. One hundred four 3–5‐year‐old children completed tasks measuring executive functioning, social–emotional readiness, academic readiness, and vocabulary. As expected, age predicted executive functioning components and social–emotional readiness. Moreover, working memory and inhibitory control directly predicted academic readiness, whereas delay of gratification predicted social–emotional readiness. Working memory and inhibitory control predicted delay of gratification, consistent with the notion that simpler executive functions may set the stage for more complex executive functions. Interestingly, social–emotional readiness predicted academic readiness. These findings confirm that hot and cool aspects of executive functioning are related to social–emotional and academic school readiness.
Journal
Mind, Brain, and Education – Wiley
Published: Mar 1, 2017