ABSTRACT
The current project investigates the longitudinal relations of executive functioning (EF) at the beginning of pre-kindergarten, and outcomes of (mal)adjustment both at the end of pre-kindergarten and beginning of the kindergarten. To examine this aim, a secondary analysis was conducted using a large, primarily low-income and under-represented early childhood sample (N = 476, M = 52.8 months old, 47.3% female, 60.8% Black and Hispanic/Latinx). Data were analyzed using confirmatory factor analyses and longitudinal structural equation modelling. Results demonstrated that an affective conceptualization of EF predicted increases in social competence across the pre-kindergarten year. When examining effects from the beginning of pre-kindergarten to kindergarten, a traditional, non-affective, conceptualization of EF predicted increases in academic achievement whereas affective EF skills predicted decreases in aggression. Importantly, conclusions are interpreted with caution given measurement limitations. Results from the current study provide insight regarding the development of EF during early childhood and the transition from preschool to kindergarten for a marginalized and under-resourced population.