Children's work habits at school include being a hard worker, turning in work on time, following classroom rules, and putting forward one's best effort. Models on youth character, noncognitive skills, and social-emotional learning suggest that self-management skills like work habits are critical for individuals' subsequent academic success. Using data from 1,124 children in the NICHD Study of Early Childcare and Youth Development (49% female; 77% White), we examined children's developing work habits from first to sixth grade and their developmental cascading effects on academic outcomes at the beginning and end of high school as well as at age 26. The findings on differential stability of work habits (i.e., bivariate correlations) suggest that children were likely to maintain their relative position among peers from first to sixth grade. The complementary findings on mean-level changes from the latent growth curves suggest that children's work habits exhibited mean-level increases over the same period, meaning that children's work habits became more advanced from first to sixth grade. Models used to examine the developmental cascades of work habits suggest that children's work habits at first grade and the growth in children's work habits from first to sixth grade (a) directly predicted their academic outcomes at the beginning and the end of high school, and (b) indirectly predicted their educational attainment at age 26 through their academic outcomes during adolescence. These findings underscore the importance of foundational noncognitive skills during middle childhood that predict individuals' academic outcomes up to 20 years later in adulthood. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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儿童从童年中期到青春期早期发展的工作习惯：对青春期和成年期学业成绩的级联效应。

孩子们在学校的工作习惯包括勤奋、按时交作业、遵守课堂规则和尽最大努力。关于青年性格、非认知技能和社会情感学习的模型表明，工作习惯等自我管理技能对个人随后的学业成功至关重要。使用 NICHD 早期儿童保育和青年发展研究中的 1,124 名儿童（49% 为女性；77% 为白人）的数据，我们检查了儿童从一年级到六年级的工作习惯发展及其对学业开始和结束时的发展级联效应高中以及 26 岁。 关于工作习惯稳定性差异的发现（即，双变量相关性）表明，从一年级到六年级，孩子们可能会保持他们在同龄人中的相对位置。潜在增长曲线的平均水平变化的补充发现表明，儿童的工作习惯在同一时期表现出平均水平的增加，这意味着儿童的工作习惯从一年级到六年级变得更加先进。用于检查工作习惯发展级联的模型表明，儿童一年级的工作习惯和儿童从一年级到六年级的工作习惯的增长（a）直接预测他们在高中开始和结束时的学业成绩，以及（ b) 通过他们在青春期的学业成绩间接预测了他们在 26 岁时的受教育程度。这些发现强调了童年中期基础非认知技能的重要性，这些技能可以预测个人在成年后长达 20 年的学业成绩。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。