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Age 4 Predictors of Age 5 Academic Achievement: A Multi-domain Model of Contextual, Parent, and Child Effects

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Abstract

Background

Early academic achievement is critical to school readiness and later academic success. Consequently, multi-domain models are needed to identify risk factors and pathways by which they influence early academic achievement.

Objective

The aim was to advance the development of a multi-domain model of risk factors associated with early academic achievement by examining the effects of contextual, parent, parenting, and child risk and protective factors assessed at age 4 years on reading and mathematics skills at age 5 years.

Method

The design used structural equation modeling in half-longitudinal models to assess risk factors in a diverse community sample (N = 796) at age 4 and academic achievement at age 5.

Results

Models showing the effects of socioeconomic status, conflict, stress, caretaker depression, parenting, child verbal skills, temperament, and attachment at age 4 years showed good fit for early reading and mathematics achievement. There were numerous significant indirect paths by which distal factors were associated with early academic achievement via caretaker depression, parenting, and child verbal skills for both reading and mathematics.

Conclusions

In a model including the association of verbal skills and effortful control (EC), the association of EC and early academic achievement is limited. Caretaker depression is not associated with early achievement directly but is associated with achievement indirectly via parenting. Factors associated with child verbal skills were particularly important for both reading and mathematics. Findings clarify the incremental validity of direct associations of multi-domain factors with early academic achievement, and suggest possible pathways between those factors and achievement.

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Acknowledgements

This study was supported by NIMH RO1 MH 066866, Principal Investigator, John V. Lavigne.

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Authors and Affiliations

  1. Pritzker Department of Psychiatry and Behavioral Sciences, Ann and Robert H. Lurie Children’s Hospital of Chicago, 225 E. Chicago Avenue, #10, Chicago, IL, 60611, USA

    John V. Lavigne, Karen R. Gouze & Jaclyn Russo

  2. Northwestern University Feinberg School of Medicine, Chicago, IL, 60611, USA

    John V. Lavigne, Karen R. Gouze & Jaclyn Russo

  3. Department of Psychology, Illinois Institute of Technology, 3424 South State Street, Chicago, IL, 60616, USA

    Joyce Hopkins

  4. Center for Advanced Study of Teaching and Learning, School of Education and Human Development, University of Virginia, 405 Emmett Street, Charlottesville, VA, 22904, USA

    Jaclyn Russo

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Correspondence to John V. Lavigne.

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Lavigne, J.V., Hopkins, J., Gouze, K.R. et al. Age 4 Predictors of Age 5 Academic Achievement: A Multi-domain Model of Contextual, Parent, and Child Effects. Child Youth Care Forum 52, 1145–1178 (2023). https://doi.org/10.1007/s10566-022-09728-3

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