Profiles of approaches to learning and the relationship with academic school readiness in Chinese preschoolers

Li ZHANG, Hui LI, Yuyang CAI

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

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. Copyright © 2021 Taylor & Francis Group, LLC.

Original languageEnglish
Pages (from-to)666-684
JournalEarly Education and Development
Volume34
Issue number3
Early online dateDec 2021
DOIs
Publication statusPublished - 2023

Citation

Zhang, L., Li, H., & Cai, Y. (2023). Profiles of approaches to learning and the relationship with academic school readiness in Chinese preschoolers. Early Education and Development, 34(3), 666-684. https://doi.org/10.1080/10409289.2021.2020066

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