Abstract
Background: Classroom engagement is key predictor of child academic success.Aim: The objective of the study was to examine how preschool cognitive control and the experience of family adversity predict developmental trajectories of classroom engagement through elementary school.Setting: Children were followed in the context of the Quebec Longitudinal Study of Child Development from birth to age 10.5 (N = 1589).Methods: Working memory was directly assessed when children were 3 years old and mothers reported child impulsivity, parenting characteristics, stress and social support when children were 4 years old. Elementary school teachers rated classroom engagement from kindergarten through Grade 4.Results: Growth mixture modelling identified three distinct trajectories of classroom engagement. Child working memory and impulsivity, and maternal hostility, social support and stress predicted greater odds of belonging to the low versus high engagement trajectory. Child impulsivity and maternal hostility and stress also distinguished between the low and moderate engagement trajectories.Conclusion: Our results suggest that targeting preschool cognitive control and buffering the effects of family adversity on children may facilitate academic success.
Highlights
The current economic burden of academic underachievement and high school dropout remains high and demands that we increase our understanding of which children may be at risk of experiencing poor academic outcomes (Levin et al 2007; Stetser & Stillwell 2014; Uppal 2017)
Classroom engagement falls into the broader category of learning-related behaviours and reflects student ability to follow instructions, complete tasks on time and self-organise in the classroom (Fitzpatrick & Pagani 2013; Ladd & Dinella 2009)
We examined whether child working memory and impulsivity predict patterns of engagement and family adversity predicts engagement trajectories
Summary
The current economic burden of academic underachievement and high school dropout remains high and demands that we increase our understanding of which children may be at risk of experiencing poor academic outcomes (Levin et al 2007; Stetser & Stillwell 2014; Uppal 2017). Constructivist and metacognitive theories of learning recognise that classroom learning is a self-directed process that depends on the active involvement of students (Hartman 1998; Sodian & Frith 2008; Tobin & Tippins 1993). Classroom engagement falls into the broader category of learning-related behaviours and reflects student ability to follow instructions, complete tasks on time and self-organise in the classroom (Fitzpatrick & Pagani 2013; Ladd & Dinella 2009). Kindergarten teacher assessments of classroom engagement predict later academic success and higher quality relationships with teachers and peers (Fitzpatrick & Pagani 2013). Classroom engagement is key predictor of child academic success
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
