Crossing the bridge to elementary school : The development of children's working memory components in relation to teacher-student relationships and academic achievement

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Vandenbroucke , L , Verschueren , K , Desoete , A , Aunio , P , Ghesquiere , P & Baeyens , D 2018 , ' Crossing the bridge to elementary school : The development of children's working memory components in relation to teacher-student relationships and academic achievement ' , Early Childhood Research Quarterly , vol. 42 , pp. 1-10 . https://doi.org/10.1016/j.ecresq.2017.08.004

Title: Crossing the bridge to elementary school : The development of children's working memory components in relation to teacher-student relationships and academic achievement
Author: Vandenbroucke, Loren; Verschueren, Karine; Desoete, Annemie; Aunio, Pirjo; Ghesquiere, Pol; Baeyens, Dieter
Contributor organization: Department of Education
Date: 2018
Language: eng
Number of pages: 10
Belongs to series: Early Childhood Research Quarterly
ISSN: 0885-2006
DOI: https://doi.org/10.1016/j.ecresq.2017.08.004
URI: http://hdl.handle.net/10138/309656
Abstract: 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.
Subject: Working memory
Teacher-student relationship
Academic achievement
First grade
Transition
COOL EXECUTIVE FUNCTION
CLASSROOM CLIMATE
MATHEMATICS ACHIEVEMENT
SOCIOECONOMIC-STATUS
YOUNG-CHILDREN
KINDERGARTEN
PREDICTORS
SKILLS
PERSPECTIVE
CHILDHOOD
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: acceptedVersion


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