TY - JOUR
T1 - Profiles of approaches to learning and the relationship with academic school readiness in Chinese preschoolers
AU - Zhang, Li
AU - Li, Hui
AU - Cai, Yuyang
PY - 2023/4/3
Y1 - 2023/4/3
N2 - Research Findings: The study examined the latent profiles of approaches to learning (ATL) in Chinese preschoolers and the association of profile membership with their academic school readiness. A total of 235 preschoolers (Mage = 58.07 months, SD = 10.09 months) were sampled and evaluated with the School Readiness Composite (SRC) of the Bracken Basic Concept Scale-Revised, and early achievement tests in language and literacy and mathematics excepted from the East Asia-Pacific Early Child Development Scales (EAP-ECDS). The children’s class teachers (Nteacher = 18) rated their ATL using a newly developed teacher-rating scale, and one of their parents (Nparent = 235) completed a survey questionnaire measuring family demographics. Results of latent profile analysis have yielded four latent profiles of ATL: the low group (27.66%), the positive group (20.85%), the middle of the road group (37.87%), and the social and persistent group (13.62%). The hierarchical regression analysis indicated that ATL profile membership was significantly related to academic school readiness, in terms of basic concept readiness and early language, literacy, and mathematics achievements. In addition, higher levels of ATL were associated with higher levels of academic school readiness. Policy and Practices: The findings highlighted the importance of ATL in young children, and positive ATL should be nurtured during the early years to promote their school readiness.
AB - Research Findings: The study examined the latent profiles of approaches to learning (ATL) in Chinese preschoolers and the association of profile membership with their academic school readiness. A total of 235 preschoolers (Mage = 58.07 months, SD = 10.09 months) were sampled and evaluated with the School Readiness Composite (SRC) of the Bracken Basic Concept Scale-Revised, and early achievement tests in language and literacy and mathematics excepted from the East Asia-Pacific Early Child Development Scales (EAP-ECDS). The children’s class teachers (Nteacher = 18) rated their ATL using a newly developed teacher-rating scale, and one of their parents (Nparent = 235) completed a survey questionnaire measuring family demographics. Results of latent profile analysis have yielded four latent profiles of ATL: the low group (27.66%), the positive group (20.85%), the middle of the road group (37.87%), and the social and persistent group (13.62%). The hierarchical regression analysis indicated that ATL profile membership was significantly related to academic school readiness, in terms of basic concept readiness and early language, literacy, and mathematics achievements. In addition, higher levels of ATL were associated with higher levels of academic school readiness. Policy and Practices: The findings highlighted the importance of ATL in young children, and positive ATL should be nurtured during the early years to promote their school readiness.
UR - http://www.scopus.com/inward/record.url?scp=85121875873&partnerID=8YFLogxK
U2 - 10.1080/10409289.2021.2020066
DO - 10.1080/10409289.2021.2020066
M3 - Article
AN - SCOPUS:85121875873
SN - 1040-9289
VL - 34
SP - 666
EP - 684
JO - Early Education and Development
JF - Early Education and Development
IS - 3
ER -