The Impact of Nonacademic Skill Sets: Associations Between Approaches to Learning (ATLs) and Academic Trajectories in Grades 1-8 Using Reading and Mathematics Data from the Early Childhood Longitudial Study-Kindergarten

Abstract

Recent emphasis on effects of nonacademic skills served as a catalyst for examining Approaches to Learning (ATLs) variables from the Early Childhood Longitudinal Study–Kindergarten cohort (ECLS-K). Nonacademic skills play a role in academic success. A gap exists in the research highlighting and understanding the extent to which these nonacademic skills are associated with reading and math achievement. This research tested for the associations of six ATLs. Use of the ECLS-K 1998–2007 data set enabled this researcher to examine these variables: organization of belongings, eagerness to learn, working independently, adaptation, persistence to tasks, and pays attention well. The variables were tested individually and in combinations of two and three for correlations with math and reading item response theory (IRT) scores. The first-grade ATL observation was paired with reading and math scores for each wave of later data and was tested for significance. Combinations of ATLs from each wave of data were also tested for correlations at the corresponding grade level. Early ATL observation yielded a stronger association in intermediate grades than in same-grade observation in reading and math. Third grade was an exception, with same-grade observation of ATLs yielding a stronger association with same grade-level IRT scores. The strongest correlation of any combination with reading and math scores was working independently when combined with eagerness to learn. The strongest correlations occurred when ATLs were examined in pairs and triads at the third-grade level. One ATL, organization of belongings, held the weakest correlation and yielded no significance when combined with other ATLs in pairs and triads.