In:
Review of Educational Research, American Educational Research Association (AERA), Vol. 90, No. 1 ( 2020-02), p. 47-94
Abstract:
Executive functioning (EF) is key to students’ school and lifelong success and reflects both genetic predisposition and sensitivity to negative and positive experiences. Yet there is less available literature investigating the relationship between typical experiences within school environments and student EF development. This is unfortunate, as school environments are potentially more malleable than home- or community-based factors. Thus, the purpose of this article is to present a systematic review of the literature from 2000 to 2017 to understand how school-, classroom-, and dyadic-level (teacher–student and peer–student) experiences relate to student EF development. Across 20 studies, we found that classroom emotional support and teacher–student conflict were the most consistent predictors of student EF development, with emerging support for school-level and peer-level variables. We discuss findings in relation to school-based inhibitors and facilitators of student EF and provide implications for education research and practice.
Type of Medium:
Online Resource
ISSN:
0034-6543
,
1935-1046
DOI:
10.3102/0034654319891400
Language:
English
Publisher:
American Educational Research Association (AERA)
Publication Date:
2020
detail.hit.zdb_id:
2066968-9
detail.hit.zdb_id:
209917-2
SSG:
5,2
SSG:
5,3
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