Exploring the relationship between executive function, grit, academic engagement and self-concept on reading achievement

The purpose of this study was to examine the relationship among executive function, grit, academic self-concept, academic engagement and reading achievement among Black fifth grade students utilizing an adaptation of a selfregulation and meta-cognitive framework. Structural equation analyses were conducted with a subset of 990 students from the Early Childhood Longitudinal Study data to assess the relationship of variables of interest on reading achievement. Biological sex, executive function, grit, academic engagement, and academic self- concept were used as latent variables. Reading achievement was captured by use of a standardized score. Results indicated that executive function plays a key role in reading achievement as well as grit development. The latter was only observed for Black boys when using methods of listwise deletion. However, grit did have a significantly positive influence on academic engagement for both, Black males, and Black females. In fact, executive function coupled with grit, led to higher levels of academic engagement for Black males. Academic engagement proved influential for Black females when using multiple imputed data. Implications offer insightful considerations into understanding the dynamic of these variables and how they contribute to the reading achievement of Black students.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Ed, School and Counseling Psychology (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2022

Author dc:creator

• Hardy, Precious M.

Advisor dc:contributor.advisor

• Whitney, Stephen

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/94281

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/94281