Can we predict non‐response in developmental tasks? Assessing the longitudinal relation between toddlers' non‐response and early academic skills.
To date, virtually no studies have examined toddlers' non‐response in developmental tasks. This study investigates data from 3667 toddlers to address (1) whether two aspects of non‐response (completion and engagement) are separable, (2) how stable these aspects are from ages two to three, (3) how no...
| Publicado en: | Infant & Child Development Vol. 32; no. 1; pp. 1 - 19 |
|---|---|
| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jan2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161743623&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161743623 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15227227 BW5 jtl: Infant & Child Development issn: 15227227 maglogo: Y pubinfo: dt: Jan2023 vid: 32 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 161743623 159703179 161743623 161743623 10.1002/icd.2376 161743623 ppf: 1 ppct: 18 formats: tig: atl: Can we predict non‐response in developmental tasks? Assessing the longitudinal relation between toddlers' non‐response and early academic skills. aug: au: Spit, Sybren Mulder, Hanna van Houdt, Carolien Verhagen, Josje affil: Knowledge and Strategy Department, Ministry of Education, Culture and Science, The Hague, The Netherlands sug: subj: Child Development Task Performance and Analysis Academic Achievement Child, Preschool Age Factors Structural Equation Modeling Academic Performance Human Netherlands Child Funding Source Child, Preschool: 2-5 years Child: 6-12 years ab: To date, virtually no studies have examined toddlers' non‐response in developmental tasks. This study investigates data from 3667 toddlers to address (1) whether two aspects of non‐response (completion and engagement) are separable, (2) how stable these aspects are from ages two to three, (3) how non‐response relates to background characteristics, and (4) whether non‐response at ages two and three predicts early academic skills at age six. Structural equation modelling shows that completion and engagement are separable constructs, relatively stable across age, and related to several background characteristics. Especially engagement predicts later academic performance. Results show that non‐response in behavioural tasks in toddlers is not random, increasing the likelihood of sampling bias and lack of generalizability in developmental studies. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|