The current article examines associations between preschool cognitive and behavioral skills and indicators of college enrollment in a sample (n = 379) of primarily Black and Hispanic youth growing up in low-income areas of Chicago. Although we found that most early cognitive and behavioral skills were only weakly or moderately related to later college enrollment, a rating of preschool attention and impulsivity control was a relatively strong predictor. Across most models tested, attention and impulsivity control, executive functioning, and effortful control produced predicted probabilities that were similar in magnitude, or larger, than the effects produced by early math and literacy. There was no indication that early behavioral difficulties were substantive predictors of college enrollment. These descriptive findings suggest that in a low-income sample of children, some early cognitive capabilities related to attention and EF predict longer term college enrollment. We discuss implications for developmental theory and suggest that caution should be applied when projecting likely effects of early skill-focused interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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学前认知和行为技能与大学入学之间的关联：来自芝加哥学校准备项目的证据。


本文以在芝加哥低收入地区长大的黑人和西班牙裔青年为样本（n = 379），研究了学前认知和行为技能与大学入学指标之间的关联。尽管我们发现大多数早期认知和行为技能与后来的大学入学只有微弱或中度相关，但学前注意力和冲动控制的评级是一个相对较强的预测因素。在大多数测试的模型中，注意力和冲动控制、执行功能和努力控制所产生的预测概率与早期数学和识字所产生的效果相似或更大。没有迹象表明早期行为困难是大学入学的实质性预测因素。这些描述性研究结果表明，在低收入儿童样本中，一些与注意力和 EF 相关的早期认知能力可以预测长期大学入学率。我们讨论了对发展理论的影响，并建议在预测早期以技能为中心的干预措施可能产生的影响时应谨慎行事。 （PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。