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Direct linkKälin, Sonja; Roebers, Claudia M.; Oeri, Niamh – Early Education and Development, 2023
Research Findings: The goal of this longitudinal study was to examine persistence development during the transition to school. The sample consisted of N = 88 children from Caucasian, middle-class families (51% female). Participants were recruited through advertisement in public kindergartens and were tested twice, in kindergarten (mean…
Descriptors: Academic Persistence, Student Adjustment, Profiles, Kindergarten
Kälin, Sonja; Roebers, Claudia M. – Metacognition and Learning, 2022
Pronounced developmental progression during the transition to formal schooling can be found in executive functions (EF) and metacognition (MC). However, it is still unclear whether and how EF and MC influence each other during this transition. Previous research with young children suggests that inhibition may be a prerequisite for monitoring…
Descriptors: Longitudinal Studies, Executive Function, Kindergarten, Metacognition
Gashaj, Venera; Oberer, Nicole; Mast, Fred W.; Roebers, Claudia M. – Early Education and Development, 2019
Research Findings: This study examined the interrelations between fine motor skills, executive functions, and basic numerical skills in kindergarten as well as their predictive value for mathematics achievement in 2nd grade in a sample of 136 children. Structural equation modeling techniques were used to uncover the unique predictive value and…
Descriptors: Correlation, Executive Function, Psychomotor Skills, Numeracy
Martarelli, Corinna S.; Feurer, Emanuel; Dapp, Laura C.; Roebers, Claudia M. – Infant and Child Development, 2018
Whether a child is ready for school is of interest for different parties involved. With a person-centred approach, the present study examined 123 kindergarteners (59 girls, 64 boys) regarding their early executive functions and social skills profiles. Children were 6-7 years of age at the first measurement point (M = 6; 6, SD = 4.22, range = 5;…
Descriptors: Executive Function, Interpersonal Competence, School Readiness, Kindergarten
Törmänen, Minna R.K.; Roebers, Claudia M. – Journal of Research in Special Educational Needs, 2018
This longitudinal study investigates the differences in cognitive and socio-emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play-oriented kindergarten and no decision…
Descriptors: Longitudinal Studies, Special Needs Students, Metacognition, Psychomotor Skills
Röthlisberger, Marianne; Neuenschwander, Regula; Cimeli, Patriza; Michel, Eva; Roebers, Claudia M. – Infant and Child Development, 2012
Research suggests a central role of executive functions for children's cognitive and social development during preschool years, especially in promoting school readiness. Interventions aiming to improve executive functions are therefore being called for. The present study examined the effect of a small group intervention implemented in kindergarten…
Descriptors: Foreign Countries, Preschool Children, Kindergarten, Executive Function
