Trajectories of early education learning behaviors among children at risk: A growth mixture modeling approach

Abstract

This study examined the latent developmental patterns for classroom learning behaviors among children from underresourced families. Based on standardized teacher observations, a large sample (N = 2,152) of children was assessed for manifestations of Competence Motivation and Attentional Persistence twice annually through Head Start, kindergarten, and 1st grade. For each form of learning behavior, latent growth mixture modeling revealed dominant subpopulations of change that feature quite good learning behaviors during Head Start but marked deterioration in performance upon kindergarten entry. Other change subpopulations showed children arriving in Head Start with noticeably poor learning behaviors and, while experiencing some early improvement, continued to function with relatively limited learning behaviors throughout the transition years, whereas other children entered prekindergarten with somewhat average performance levels and evinced modest losses when exiting Head Start. Membership in less desirable growth subpopulations is linked to preexisting explanatory factors and to subsequent negative outcomes. The general deterioration in learning behaviors that accompanies formal school entry is examined in the context of Head Start performance fade‐out and teachers’ shifting reference standards.

Children’s developing work habits from middle childhood to early adolescence: Cascading effects for academic outcomes in adolescence and adulthood.

“…Our robustness check analyses that included adolescents' work orientation are an example of this where childhood work habits may provide the foundation for individuals' later work orientations. Another key finding is that children with higher work habits in first grade had relatively smaller increases over time, which is consistent with prior studies demonstrating less growth in children's approaches to learning for those who were already thriving (Buek, 2018;McDermott et al, 2014). This association could represent ceiling effects or differential timing in growth.…”

“…Hence, we determined that a linear change model was the best fitting model and more easily interpretable given the nonsignificant means of the linear and quadratic slopes in the quadratic change model. In addition, prior work on constructs similar to work habits has not demonstrated quadratic change (Buek, 2018).…”

“…In this study, we control for a host of child-and family-level factors. The child-level factors included child gender, ethnicity/ race, temperament, and prior academic achievement given their associations with children's work habits and academic outcomes (Buek, 2018;Farkas et al, 1990;Hamre & Pianta, 2001;Kataoka & Vandell, 2013;Timmermans et al, 2016). The family-level factors included indicators of family demographics (e.g., parent education) and parenting processes, such as maternal sensitivity and quality of the home environment, which are associated with children's work habits and academic outcomes (Belsky et al, 2007;Pierce et al, 1999).…”

Early growth trajectories of children's approaches to learning: The contribution of parent and family characteristics

“…In a nationally representative sample of children ages 5–17 years, Schaefer () found that males and students in special education were more likely to display maladaptive learning behaviors, as were children with parents who did not complete high school, African American children, and children residing in urban areas. McDermott et al () obtained similar findings in their examination of longitudinal trajectories of AtL. Boys and children who had received special needs services were at greater risk for poorer AtL growth, whereas Hispanic and older children were at reduced risk.…”

“…Three such studies have been conducted by McDermott et al using longitudinally scaled measures of learning behaviors over the prekindergarten to early elementary period. McDermott et al identified longitudinal patterns of growth in learning behaviors from prekindergarten to first grade associated with distal academic and behavioral outcomes in a large sample of Head Start students (McDermott et al, ; McDermott, Rikoon, & Fantuzzo, ; McDermott, Rikoon, & Fantuzzo, ). Trajectories characterized by higher levels of learning behaviors were associated with second‐grade proficiency in reading, vocabulary, language, math, and science as well as more optimal classroom adjustment and attendance at the end of first grade.…”