以上海市6所幼兒園245名3～6歲兒童為研究對象,分別采用頭–腳–膝蓋–肩膀(HTKS)任務、修訂后的兒童行為評定量表(CBRS)及亞太學前兒童發展量表中的語言和前閱讀分量表以及認知分量表考察執行功能、學習品質及早期語言和數學學業發展狀況。結果表明:(1)執行功能對學習品質、早期語言能力和數學能力均有顯著正向預測作用;(2)學習品質在執行功能和早期數學能力關系中起部分中介作用,但對執行功能和早期語言能力的關系無中介作用。

The present study examined the relationship between executive function and early achievement, and the mediating role of approaches to learning on the association. A total of 245 children aged between three and six years of age were recruited from 6 kindergartens in Shanghai. Children were administered executive function by the head-toes-knees-shoulders(HTKS) task, and early achievement by the language and early literacy and cognitive development subtests of the East Asia-Pacific Early Child Development Scales(EAP-ECDS) in individual sessions. Their development of approaches to learning was rated by their teachers through the revised Child Behavior Rating Scale(CBRS). The results showed that executive function was significantly correlated with approaches to learning and early achievement in language and literacy, and mathematics. Furthermore, approaches to learning mediated the relationship between executive function and early mathematics.