Loading…

Executive function mediates the relationship between Conscious Discipline fidelity and kindergarten readiness

Conscious Discipline is a classroom management program that targets relationship building and socio-emotional learning to improve students' academic performance, as well as executive function (EF) and social skills. Past studies evaluating the effectiveness of this program, however, are limited...

Full description

Saved in:
Bibliographic Details
Published in:Journal of applied developmental psychology 2022-03, Vol.79, p.101393, Article 101393
Main Authors: Anderson, Kirsten L., Nesbitt, Kimberly Turner, Sheeks, Natalie A., Vrabec, Alison, Boris, Kelly, Fuhs, Mary Wagner
Format: Article
Language:English
Subjects:
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Conscious Discipline is a classroom management program that targets relationship building and socio-emotional learning to improve students' academic performance, as well as executive function (EF) and social skills. Past studies evaluating the effectiveness of this program, however, are limited and have yielded mixed results. The purpose of this study was to examine the relationship between preschool teachers' Conscious Discipline fidelity and students' kindergarten readiness and social skill development. This study included 873 preschool-aged students from 146 classrooms that used the Conscious Discipline program. We found that Conscious Discipline fidelity was significantly associated with students' EF skill gains, which in turn predicted outcomes on students' overall kindergarten readiness scores as well as their scores on evaluations of their language and literacy, math, social foundations, and physical development specifically. Results suggest that EF skill development mediates the relationship between preschool teachers' Conscious Discipline fidelity and students' kindergarten readiness scores. •Conscious Discipline fidelity is marginally associated with kindergarteners' social skills.•Conscious Discipline fidelity is not directly associated with kindergarteners' school readiness skills.•Executive function mediates the relationship between Conscious Discipline fidelity and school readiness skills.
ISSN:0193-3973
1873-7900
DOI:10.1016/j.appdev.2022.101393