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Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

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dc.creator McClelland, Megan M.
dc.creator Acock, Alan C.
dc.creator Piccinin, Andrea
dc.creator Rhea, Sally Ann
dc.creator Stallings, Michael C.
dc.date.accessioned 2012-08-06T15:55:58Z
dc.date.available 2012-08-06T15:55:58Z
dc.date.issued 2012
dc.identifier.citation McClelland, M. M., et al. Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly (2012), http://dx.doi.org/10.1016/j.ecresq.2012.07.008 en_US
dc.identifier.uri http://hdl.handle.net/1957/31860
dc.description Correspondence concerning this article should be addressed to Megan M. McClelland, Human Development and Family Sciences, 245 Hallie E. Ford Center for Healthy Children and Families, Oregon State University, Corvallis, OR 97331; Phone: (541) 737-9225; Fax: (541) 737-2072. E-mail may be sent to megan.mcclelland@oregonstate.edu. en_US
dc.description Acknowledgements: We are very grateful to Robin Corley for assistance with data management. en_US
dc.description.abstract This study examined relations between children’s attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children’s age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children’s early attention span-persistence for later school achievement and educational attainment. en_US
dc.description.sponsorship Funding for this study was supported by the Colorado Adoption Project grant HD-010333 and grant HD-036773 from the National Institute of Child Health and Human Development (NICHD). en_US
dc.language.iso en en_US
dc.publisher Elsevier en_US
dc.subject attention span-persistence en_US
dc.subject self-regulation en_US
dc.subject academic achievement en_US
dc.subject educational attainment en_US
dc.title Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes en_US
dc.type Article en_US
dc.identifier.doi doi:10.1016/j.ecresq.2012.07.008

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