Title

ATTENTION AND SCHOOL SUCCESS: The Long-Term Implications of Attention for School Success among Low-Income Children

Author(s)

Rachel A. Razza Rachel Razza (Syracuse University)

Anne Martin Anne Martin (Columbia University)

Jeanne Brooks-Gunn Jeanne Brooks-Gunn (Columbia University)

Abstract

This study examined the longitudinal associations between sustained attention in preschool and children?s school success in later elementary school within a low-income sample (N = 2,403). Specifically, two facets of sustained attention (focused attention and lack of impulsivity) at age 5 were explored as independent predictors of children?s academic and behavioral competence across eight measures at age 9. Overall, the pattern of results indicates specificity between the facets of attention and school success, such that focused attention was primarily predictive of academic outcomes while impulsivity was mainly predictive of behavioral outcomes. Both facets of attention predicted teacher ratings of children?s academic skills and approaches to learning, which suggests that they jointly influence outcomes that span both domains of school success. Patterns of association were similar for children above and below the poverty line. Implications of these findings for interventions targeting school readiness and success among at-risk children are discussed.

Creation Date

2011-08

Section URL ID

CRCW

Paper Number

WP11-16-FF.pdf

URL

https://www.researchgate.net/publication/254446222_ATTENTION_AND_SCHOOL_SUCCESS_The_Long-Term_Implications_of_Attention_for_School_Success_among_Low-Income_Children

File Function

Jel

D190, D690, I210, I320, J130

Keyword(s)

sustained attention, academic achievement, behavioral competence, low-income children

Suppress

false

Series

8