The Impact of Preschool Cognitive Self-Regulation Skills on Future School Adaptation

Abstract

Identifying reliable predictors of school adaptation during the preschool years is critical for promoting academic and socio-emotional success in early schooling. This longitudinal study examined the predictive role of preschool executive functions on first-grade school adaptation. A sample of 211 Russian preschool children (mean age = 81 months, SD = 4.2; 51% boys) was assessed for cognitive self-regulation using the NEPSY-II battery, which included measures of visual working memory, verbal working memory, inhibitory control, and cognitive flexibility. After transition to first grade, the same participants (mean age = 90 months) were evaluated for school adaptation based on teacher ratings covering engagement, behavior, stress, and social interaction. Data analysis using a generalized linear model revealed that among the EF skills, inhibitory control and verbal working memory significantly predicted school adaptation, while visual working memory and cognitive flexibility did not show a significant contribution. These findings underscore the importance of early interventions targeting specific EF skills to enhance school adaptation and promote long-term academic and social outcomes.