A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-08-02 DOI:10.1177/02711214211032720

Esther R. Lindström, Jason C. Chow, Kathleen N. Zimmerman, Hongyang Zhao, Elise Settanni, Alyson Ellison

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引用次数: 5

Abstract

Engagement in early childhood has been linked with later achievement, but the relation between these variables and how they are measured in early childhood requires examination. We estimated the overall association between academic engagement and achievement in children prior to kindergarten entry. Our systematic literature search yielded 13,521 reports for structured eligibility screening; from this pool of studies, we identified 21 unique data sets, with 199 effect sizes for analysis. We coded eligible studies, extracted effect sizes, accounted for effect size dependency, and used random-effects models to synthesize findings. The overall correlation between academic engagement and achievement was r = .24 (range: −.08 to .71), and moderator analyses did not significantly predict the relation between the two constructs. This study aligns with previous research on this topic and examines issues related to these measures, their constraints, and applications as they pertain to early childhood research.

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幼儿研究参与度与成就关系的系统综述和荟萃分析

幼儿期的参与与以后的成就有关，但这些变量与幼儿期如何衡量它们之间的关系需要检验。我们估计了儿童在进入幼儿园之前的学业投入和成绩之间的总体关联。我们的系统文献检索产生了13521份结构化资格筛选报告；从这组研究中，我们确定了21个独特的数据集，其中199个效应大小用于分析。我们对符合条件的研究进行了编码，提取了效应大小，说明了效应大小的依赖性，并使用随机效应模型来综合研究结果。学术参与度与成绩之间的总体相关性为r = .24（范围：−.08至.71），调节因子分析没有显著预测这两种结构之间的关系。这项研究与之前关于这一主题的研究一致，并探讨了与这些措施相关的问题、它们的限制以及它们在幼儿研究中的应用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.