Behavioral self-regulation supports young children’s learning and is a strong predictor of later academic achievement. The capacity to manage one’s attention and control one’s behavior is commonly measured via direct assessments of executive function (EF). However, to understand how EF skills contribute to academic achievement, it is helpful to investigate how EF manifests in the classroom context and in children’s overt behavior. The current study observed 172 kindergarteners for a single school day and captured the total proportion of class time children were off-task in the classroom. This behavior was further classified into specific subtypes to assess whether these categorizations differentially predicted components of EF and academic achievement in first grade. Results indicated that children with lower response inhibition spent statistically significantly more time in one type of off-task behavior (i.e., off-task actively engaging with other materials), and children with lower working memory spent significantly more time in another type of off-task behavior (i.e., off-task passively disengaged). Higher proportion of class time spent off-task passively disengaged in kindergarten further statistically significantly predicted fewer gains in reading comprehension in first grade. These findings illustrate the utility of measuring children’s EF in a classroom context, and how fine-grained observation systems can shed light on the specific classroom and child processes that influence learning. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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幼儿园的非任务行为：与执行功能和学业成绩的关系。

行为自我调节支持幼儿的学习，并且是日后学业成就的有力预测指标。管理一个人的注意力和控制一个人的行为的能力通常通过对执行功能 (EF) 的直接评估来衡量。然而，要了解 EF 技能如何对学业成绩做出贡献，调查 EF 在课堂环境和儿童的公开行为中的表现是有帮助的。当前的研究观察了 172 名幼儿园儿童在一个上学日的情况，并捕获了儿童在课堂上不做任务的总上课时间比例。这种行为被进一步分类为特定的亚型，以评估这些分类是否对一年级的 EF 和学业成绩的组成部分有不同的预测。结果表明，反应抑制较低的儿童在一种类型的任务外行为（即任务外积极参与其他材料）上花费的时间在统计学上显着更多，而工作记忆较低的儿童在另一种类型的任务外行为上花费的时间显着更多。任务行为（即被动地脱离任务）。更高比例的课堂时间花在幼儿园被动脱离任务的时间进一步统计显着预测一年级阅读理解的更少收益。这些发现说明了在课堂环境中测量儿童 EF 的效用，以及细粒度的观察系统如何阐明影响学习的特定课堂和儿童过程。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）工作记忆力较低的儿童在另一种类型的任务外行为（即任务外被动脱离）上花费的时间明显更多。更高比例的课堂时间花在幼儿园被动脱离任务的时间进一步统计显着预测一年级阅读理解的更少收益。这些发现说明了在课堂环境中测量儿童 EF 的效用，以及细粒度的观察系统如何阐明影响学习的特定课堂和儿童过程。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）工作记忆力较低的儿童在另一种类型的任务外行为（即任务外被动脱离）上花费的时间明显更多。更高比例的课堂时间花在幼儿园被动脱离任务的时间进一步统计显着预测一年级阅读理解的更少收益。这些发现说明了在课堂环境中测量儿童 EF 的效用，以及细粒度的观察系统如何阐明影响学习的特定课堂和儿童过程。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）更高比例的课堂时间花在幼儿园被动脱离任务的时间进一步统计显着预测一年级阅读理解的更少收益。这些发现说明了在课堂环境中测量儿童 EF 的效用，以及细粒度的观察系统如何阐明影响学习的特定课堂和儿童过程。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）更高比例的课堂时间花在幼儿园被动脱离任务的时间进一步统计显着预测一年级阅读理解的更少收益。这些发现说明了在课堂环境中测量儿童 EF 的效用，以及细粒度的观察系统如何阐明影响学习的特定课堂和儿童过程。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）