| Title |
Relating Kindergarten Attention to Subsequent Developmental Pathways of Classroom Engagement in Elementary School
|
|---|---|
| Published in |
Research on Child and Adolescent Psychopathology, January 2012
|
| DOI | 10.1007/s10802-011-9605-4 |
| Pubmed ID | |
| Authors |
Linda S. Pagani, Caroline Fitzpatrick, Sophie Parent |
| Abstract |
We examine the relationship between children's kindergarten attention skills and developmental patterns of classroom engagement throughout elementary school in disadvantaged urban neighbourhoods. Kindergarten measures include teacher ratings of classroom behavior, direct assessments of number knowledge and receptive vocabulary, and parent-reported family characteristics. From grades 1 through 6, teachers also rated children's classroom engagement. Semi-parametric mixture modeling generated three distinct trajectories of classroom engagement (n = 1369, 50% boys). Higher levels of kindergarten attention were proportionately associated with greater chances of belonging to better classroom engagement trajectories compared to the lowest classroom engagement trajectory. In fact, improvements in kindergarten attention reliably increased the likelihood of belonging to more productive classroom engagement trajectories throughout elementary school, above and beyond confounding child and family factors. Measuring the development of classroom productivity is pertinent because such dispositions represent precursors to mental health, task-orientation, and persistence in high school and workplace behavior in adulthood. |
Mendeley readers
The data shown below were compiled from readership statistics for 159 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Iran, Islamic Republic of | 1 | <1% |
| United States | 1 | <1% |
| Switzerland | 1 | <1% |
| Unknown | 156 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 24 | 15% |
| Student > Doctoral Student | 23 | 14% |
| Student > Master | 21 | 13% |
| Researcher | 19 | 12% |
| Student > Bachelor | 11 | 7% |
| Other | 17 | 11% |
| Unknown | 44 | 28% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 46 | 29% |
| Social Sciences | 26 | 16% |
| Medicine and Dentistry | 8 | 5% |
| Nursing and Health Professions | 5 | 3% |
| Business, Management and Accounting | 5 | 3% |
| Other | 20 | 13% |
| Unknown | 49 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 4. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 01 August 2018.
All research outputs
#7,355,930
of 25,374,647 outputs
Outputs from Research on Child and Adolescent Psychopathology
#750
of 2,047 outputs
Outputs of similar age
#60,365
of 248,986 outputs
Outputs of similar age from Research on Child and Adolescent Psychopathology
#8
of 16 outputs
Altmetric has tracked 25,374,647 research outputs across all sources so far. This one has received more attention than most of these and is in the 69th percentile.
So far Altmetric has tracked 2,047 research outputs from this source. They typically receive more attention than average, with a mean Attention Score of 9.5. This one has gotten more attention than average, scoring higher than 60% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 248,986 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 73% of its contemporaries.
We're also able to compare this research output to 16 others from the same source and published within six weeks on either side of this one. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.