Relations between preschool attention span-persistence and age 25 educational outcomes |
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| Authors: | Megan M McClelland Alan C Acock Andrea Piccinin Sally Ann Rhea Michael C Stallings |
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| Institution: | 1. Oregon State University, United States;2. University of Victoria, Canada;3. University of Colorado, United States |
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| 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. |
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| Keywords: | Attention span-persistence Self-regulation Academic achievement Educational attainment |
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