The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

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The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour

O'Toole, Sarah E; Monks, Claire P; Tsermentseli, Stella; Rix, Katie; (2020) The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour. Early Child Development and Care , 190 (6) pp. 806-821. 10.1080/03004430.2018.1494595. Green open access

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Abstract

The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children’s transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well as verbal ability. Teachers reported on children’s reading and numeracy performance, learning-related behaviours, hyperactivity, and aggression. Results revealed that EF, in particular working memory, was associated with reading and numeracy performance and that this relation was mediated by learning-related behaviours. EF was not associated with hyperactive or aggressive behaviour. The findings strengthen the evidence base for the importance of EF in early academic performance and underscore its potential to be a beneficial part of early education curriculum and a target for early intervention for successful transition to school.

Type:	Article
Title:	The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1080/03004430.2018.1494595
Publisher version:	https://doi.org/10.1080/03004430.2018.1494595
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords:	Executive function, early academic achievement, learning-behaviours, aggression, early childhood
UCL classification:	UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Civil, Environ and Geomatic Eng
URI:	https://discovery.ucl.ac.uk/id/eprint/10052521