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

Rachel Razza, Anne Martin and Jeanne Brooks-Gunn
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Rachel Razza: Syracuse University
Anne Martin: Columbia University
Jeanne Brooks-Gunn: Columbia University

No 1330, Working Papers from Princeton University, School of Public and International Affairs, Center for Research on Child Wellbeing.

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.

Keywords: sustained attention; academic achievement; behavioral competence; low-income children (search for similar items in EconPapers)
JEL-codes: D19 D69 I21 I32 J13 (search for similar items in EconPapers)
Date: 2011-08
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