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Executive Function, Learning-Related Behaviors, and Science Growth from Kindergarten to Fourth Grade
Peer reviewed
Direct linkAnthony, Christopher J.; Ogg, Julia – Journal of Educational Psychology, 2020
Recent research has indicated that science-based achievement gaps open early in children's educational careers and are explained largely by malleable factors. Two potentially important variables to consider include children's executive function (EF) and learning-related behaviors exhibited in the classroom. These variables have been identified as…
Descriptors: Executive Function, Child Behavior, Learning, Science Achievement
