Do Children's Attention Processes Mediate the Link Between Family Predictors and School Readiness?

The role of attention processes as possible mediators between family environment and school readiness was analyzed with data from 1,002 children and their families. Data on children's sustained attention, impulsivity, and school readiness (i.e., cognitive, achievement, language, and social deve...

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Bibliographic Details
Published in:Developmental psychology 2003-05, Vol.39 (3), p.581-593
Main Author: NICHD Early Child Care Research Network
Format: Article
Language:English
Subjects:
Academic Achievement
Attention
Attention Control
Behavior Problems
Biological and medical sciences
Child
Child development
Child, Preschool
Children
Cognitive Development
Developmental psychology
Early Childhood Development
Educational psychology
Educational Status
Externalization
Families & family life
Family
Family - psychology
Family Environment
Family Influence
Family Relations
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Impulsive Behavior - diagnosis
Impulsive Behavior - psychology
Impulsiveness
Impulsivity
Individuality
Infant Development
Internal-External Control
Interpersonal Competence
Language Development
Longitudinal Studies
Male
Mediating Factors
NICHD Study of Early Child Care
Parenting - psychology
Personality Assessment
Prediction
Predictor Variables
Preschool Children
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
School Readiness
Schools
Social competence
Social Development
Social Environment
Socialization
Students - psychology
Sustained Attention
Young children
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Summary:The role of attention processes as possible mediators between family environment and school readiness was analyzed with data from 1,002 children and their families. Data on children's sustained attention, impulsivity, and school readiness (i.e., cognitive, achievement, language, and social development) were obtained at 54 months of age, and quality of the family environment was assessed throughout the first 54 months. Mediation tests showed that children's sustained attention partially accounted for the link between family environment and achievement and language outcomes. Impulsivity partially accounted for the link between family environment and achievement, social competence, and externalizing behaviors. The roles of sustained attention and of inhibition of impulsive responding in the relation between family characteristics and school readiness are discussed.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.39.3.581