FN Clarivate Analytics Web of Science
VR 1.0
PT J
AU Vandenbroucke, L
   Verschueren, K
   Desoete, A
   Aunio, P
   Ghesquiere, P
   Baeyens, D
AF Vandenbroucke, Loren
   Verschueren, Karine
   Desoete, Annemie
   Aunio, Pirjo
   Ghesquiere, Pol
   Baeyens, Dieter
TI Crossing the bridge to elementary school: The development of children's
   working memory components in relation to teacher-student relationships
   and academic achievement
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Working memory; Teacher-student relationship; Academic achievement;
   First grade; Transition
ID COOL EXECUTIVE FUNCTION; CLASSROOM CLIMATE; MATHEMATICS ACHIEVEMENT;
   SOCIOECONOMIC-STATUS; YOUNG-CHILDREN; KINDERGARTEN; PREDICTORS; SKILLS;
   PERSPECTIVE; CHILDHOOD
AB Working memory is important for a variety of life domains,. including for children's school functioning. As such, it is crucial to understand its development, antecedents and consequences. The current study investigates the development of different working memory components (phonological loop, visuospatial sketchpad, central executive), the influence of different aspects of the teacher-student relationship (closeness, conflict, dependency) and its predictive value for academic achievement (reading, spelling, mathematics) across the transition from kindergarten to first grade. The sample consisted of 107 kindergarten children. Working memory tasks were administered at the end of kindergarten and first grade. Teachers reported on teacher-student relationship quality in the middle of first grade. Standardized tests were used to assess academic achievement at the end of first grade. Results indicate moderate to large increases in the phonological loop and visuospatial sketchpad and large gains in the central executive. Dependency of the student towards the teacher significantly predicted visuospatial sketchpad performance at the end of first grade. Reading was significantly predicted by the visuospatial sketchpad and phonological loop in kindergarten, while for spelling the visuospatial sketchpad was important. Finally, mathematics was predicted by performance on the phonological loop and the visuospatial sketchpad. The current study indicates the importance of the affective quality of the teacher-student relationship for working memory performance, which in turn is important for academic achievement. It is therefore critical to attend to the early detection and prevention or intervention of working memory problems in the classroom in order to prevent future academic problems. Additionally, maintaining a positive relationship with students and encouraging their independent exploration may be important when preventing such problems, complementary to cognitive or other types of training and intervention.
C1 [Vandenbroucke, Loren; Ghesquiere, Pol; Baeyens, Dieter] Univ Leuven, KU Leuven, Parenting & Special Educ, Leuven, Belgium.
   [Verschueren, Karine] Univ Leuven, KU Leuven, Sch Psychol & Child & Adolescent Dev, Leuven, Belgium.
   [Desoete, Annemie] Univ Ghent, Expt Clin & Hlth Psychol, Ghent, Belgium.
   [Aunio, Pirjo] Univ Helsinki, Special Educ Needs, Helsinki, Finland.
RP Vandenbroucke, L (reprint author), Leopold Vanderkelenstr 32, B-3000 Leuven, Belgium.
EM Loren.vandenbroucke@kuleuven.be; Karine.verschueren@kuleuven.be;
   Annemie.Desoete@UGent.be; Pirjo.aunio@helsinki.fi;
   Pol.ghesquiere@kuleuven.be; Dieter.baeyens@kuleuven.be
RI Ghesquiere, Pol/B-9226-2009
OI Ghesquiere, Pol/0000-0001-9056-7550; Aunio, Pirjo/0000-0002-0901-3874
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NR 69
TC 0
Z9 0
U1 13
U2 13
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0885-2006
EI 1873-7706
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PY 2018
VL 42
BP 1
EP 10
DI 10.1016/j.ecresq.2017.08.004
PG 10
WC Education & Educational Research; Psychology, Developmental
SC Education & Educational Research; Psychology
GA FQ4ED
UT WOS:000418309600001
DA 2018-02-22
ER

EF