Learning behaviors, executive functions, and social skills: A meta-analysis on the factors influencing learning development in the transition from kindergarten to elementary school

Abstract

The linguistic, mathematical, social-emotional, and cognitive precursor competencies are important predictors of learning success already at kindergarten age. A systematic analysis of the state of research on the actual interrelationships of the focused precursor competencies brings together results of a meta-analysis. The literature search yielded 653 hits, which were reduced to 94 hits after applying exclusion criteria. It was possible to perform 271 correlation tests in 39 pathways. Thus, the sample ( [ ]) with an average age of 5.2 years (years) is balanced in gender ratio of 48.5 % male and 48.9 % female (2.6 % not specified). The largest correlation between literacy and mathematical precursor skills is . With a correlation between and, executive functions significantly influence the development of literacy and mathematical skills and learning behaviors. Learning behaviors are most strongly related to social skills, with . Parental influence turns out to be smaller, with correlations ranging from to . The effect of individual pathways is also small, and peer group was not included in the search term combination. Successful educational processes in day care centers can be improved with a focus on the promotion of executive functions and learning behaviors.