Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills.

Steven J Howard,Edward C Melhuish,Fred Paas,Myrto Mavilidi,Elena Vasseleu,Amy Y C Chan,Cathrine Neilsen-Hewett,Marc De Rosnay,Stuart Johnstone

doi:10.3389/fpsyg.2021.733328

Steven J Howard, Edward C Melhuish + Show 7 more

Open Access

https://doi.org/10.3389/fpsyg.2021.733328

Copy DOI

Abstract

Despite a tendency to study executive function (EF) and self-regulation (SR) separately, parallel lines of research suggest considerable overlap between the two abilities. Specifically, both show similar developmental trajectories (i.e., develop rapidly in the early years), predict a broad range of overlapping outcomes across the lifespan (e.g., academic success, mental and physical health, and social competence), and have overlapping neural substrates (e.g., prefrontal cortex). While theoretical frameworks diverge in how they reconcile EF and SR – ranging from treating the two as functionally synonymous, to viewing them as related yet distinct abilities – there is no consensus and limited empirical evidence on the nature of their relationship and how this extends developmentally. The current study examined bi-directional longitudinal associations between early EF and SR, and their longitudinal associations with subsequent early academic skills, in a sample of 199 3- to 5-year-old pre-school children. The adopted measures permitted EF and SR to be modelled as composite indices for these analyses, thereby decreasing task-specific components of these associations. Early academic skills were captured by a standardized direct assessment. Bi-directional associations between EF and SR were found, with both accounting for unique variance in early academic skills 7 and 19months later. The current results provide important evidence to distinguish between EF and SR abilities, yet also for their reciprocal influence in situ and across early development.

Highlights

Parallel but largely independent lines of research have established that early executive function (EF) and self-regulation (SR) abilities are influential to wide-ranging developmental trajectories and for later-life outcomes
The current study sought to provide some insight into this issue, investigating the longitudinal bi-directional associations between early childhood EF and SR, as well as their independent and cumulative prediction of early academic skills in the first year of school
This was a longitudinal observational study of EF, SR, and academic skills with data collected at three time points: T1 at the beginning of children’s final preschool year; T2 at end of the final preschool year; and T3 1-year later, at the end of the first year of school

Summary

Introduction

Parallel but largely independent lines of research have established that early executive function (EF) and self-regulation (SR) abilities are influential to wide-ranging developmental trajectories and for later-life outcomes. Lack of clarity about the nature of the relationship between EF and SR in development is exacerbated by relatively poor consensus on definition, delineation, and measurement of these constructs, which makes it difficult to generate and test explicit models that integrate the development of EF and SR This knowledge gap provides the impetus to identify and instigate models of EF and SR change, and thereby realise the shortand long-term benefits that have been speculated as a consequence of growth in these foundational abilities (Moffitt et al, 2011). The current study sought to provide some insight into this issue, investigating the longitudinal bi-directional associations between early childhood EF and SR, as well as their independent and cumulative prediction of early academic skills in the first year of school

Methods

Results

Conclusion