Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers
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| Title: | Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers |
|---|---|
| Language: | English |
| Authors: | Zhang, Li (ORCID |
| Source: | Early Education and Development. 2023 34(3):666-684. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Foreign Countries, Cognitive Style, School Readiness, Preschool Children, Student Characteristics, Kindergarten, Parents, Preschool Teachers, Achievement Tests |
| Geographic Terms: | China (Shanghai) |
| Assessment and Survey Identifiers: | Bracken Basic Concept Scale |
| DOI: | 10.1080/10409289.2021.2020066 |
| ISSN: | 1040-9289 1556-6935 |
| Abstract: | Research Findings: The study examined the latent profiles of approaches to learning (ATL) in Chinese preschoolers and the association of profile membership with their academic school readiness. A total of 235 preschoolers (M[subscript age] = 58.07 months, SD = 10.09 months) were sampled and evaluated with the School Readiness Composite (SRC) of the Bracken Basic Concept Scale-Revised, and early achievement tests in language and literacy and mathematics excepted from the East Asia-Pacific Early Child Development Scales (EAP-ECDS). The children's class teachers (N[subscript teacher] = 18) rated their ATL using a newly developed teacher-rating scale, and one of their parents (N[subscript parent] = 235) completed a survey questionnaire measuring family demographics. Results of latent profile analysis have yielded four latent profiles of ATL: the low group (27.66%), the positive group (20.85%), the middle of the road group (37.87%), and the social and persistent group (13.62%). The hierarchical regression analysis indicated that ATL profile membership was significantly related to academic school readiness, in terms of basic concept readiness and early language, literacy, and mathematics achievements. In addition, higher levels of ATL were associated with higher levels of academic school readiness. Policy and Practices: The findings highlighted the importance of ATL in young children, and positive ATL should be nurtured during the early years to promote their school readiness. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1381536 |
| Database: | ERIC |
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| Abstract: | Research Findings: The study examined the latent profiles of approaches to learning (ATL) in Chinese preschoolers and the association of profile membership with their academic school readiness. A total of 235 preschoolers (M[subscript age] = 58.07 months, SD = 10.09 months) were sampled and evaluated with the School Readiness Composite (SRC) of the Bracken Basic Concept Scale-Revised, and early achievement tests in language and literacy and mathematics excepted from the East Asia-Pacific Early Child Development Scales (EAP-ECDS). The children's class teachers (N[subscript teacher] = 18) rated their ATL using a newly developed teacher-rating scale, and one of their parents (N[subscript parent] = 235) completed a survey questionnaire measuring family demographics. Results of latent profile analysis have yielded four latent profiles of ATL: the low group (27.66%), the positive group (20.85%), the middle of the road group (37.87%), and the social and persistent group (13.62%). The hierarchical regression analysis indicated that ATL profile membership was significantly related to academic school readiness, in terms of basic concept readiness and early language, literacy, and mathematics achievements. In addition, higher levels of ATL were associated with higher levels of academic school readiness. Policy and Practices: The findings highlighted the importance of ATL in young children, and positive ATL should be nurtured during the early years to promote their school readiness. |
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| ISSN: | 1040-9289 1556-6935 |
| DOI: | 10.1080/10409289.2021.2020066 |
