The role of executive function skills and motivation in supporting children's academic achievement is well-documented, but the vast majority of evidence is from high-income countries. Classrooms in sub-Saharan Africa tend to be large, teacher-driven, and lecture-focused, which may provide extra challenges for children to stay engaged in the learning process. Based in self-regulated learning theory, we tested the contributions of executive functions and motivation for children's literacy and numeracy skills over 1 school year. Our preregistered study of 2,500 primary school students in Côte d'Ivoire used lagged models with a robust set of demographic covariates. Executive functions were directly assessed, and children reported on their levels of motivation for schooling. Findings indicated strong longitudinal continuity of both literacy and numeracy skills over the academic year. Further, we found unique associations of executive functions and intrinsic motivation with changes in children's literacy skills and a unique association of executive functions, but not intrinsic motivation, with changes in children's numeracy skills over the school year. Overall, these results provide evidence for the importance of nonacademic skills for children's learning in a rural, sub-Saharan African context. Implications include improving access to preprimary education, the quality of primary school experiences, and teacher training and supports to increase children's early academic skills, self-regulation skills, and motivation for learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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科特迪瓦的行政职能、动机和儿童的学业发展。

执行功能技能和动机在支持儿童学业成就方面的作用有据可查，但绝大多数证据来自高收入国家。撒哈拉以南非洲的教室往往很大，以教师为主导，并且以讲课为主，这可能会给孩子们提供额外的挑战，让他们在学习过程中保持专注。基于自我调节学习理论，我们测试了执行功能和动机对 1 学年儿童识字和算术技能的贡献。我们对科特迪瓦 2,500 名小学生进行的预注册研究使用了具有一组强大的人口统计学协变量的滞后模型。执行功能得到直接评估，孩子们报告了他们上学的动机水平。调查结果表明，在整个学年中，识字和算术技能具有很强的纵向连续性。此外，我们发现执行功能和内在动机与儿童识字技能变化的独特关联，以及执行功能而非内在动机与学年儿童计算能力变化的独特关联。总的来说，这些结果证明了非学术技能对于撒哈拉以南非洲农村地区儿童学习的重要性。其影响包括改善学前教育的可及性、小学体验的质量以及教师培训和支持，以提高儿童的早期学习技能、自我调节技能和学习动力。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。