Longitudinal trajectories of approaches to learning among Chinese preschoolers: Family predictors and academic outcomes

Abstract

Considering the beneficial effects associated with approaches to learning (ATL) and the need to better understand its occurrence and development, this study examined the trajectories of ATL, as well as family predictors and academic outcomes in a longitudinal study in China. It followed 417 preschoolers (55.9% males; M=42 months, SD=4 months) for three years and noted three main findings. First, latent curve modeling revealed an initially above-average level and linear increase trajectories of ATL with interindividual variations. Second, although socioeconomic status (SES) predicted children's ATL in early kindergarten, home learning environment (HLE) trajectories had a uniquely positive effect on ATL trajectories. Third, ATL trajectories predicted an improvement in language skills and cognitive skills. These results help to effectively guide ATL for improving children's academic outcomes.