Exploring multidimensional approaches to learning during early childhood in Ghana
Year: 2025
Type: article
Study design: Observational Study
Abstract: Children’s approaches to learning (AtL) are recognized as crucial predictors of educational outcomes, especially in early childhood. However, there is limited understanding of the specific skills that comprise AtL or their reciprocal dynamics with learning outcomes, particularly in non-Western contexts. This paper investigates the subconstructs of AtL using data collected from Ghanaian preprimary schoolchildren, as well as the reciprocal relation between AtL subconstructs and academic skills over time. Our analysis identifies two dimensions of AtL: Self-Regulation (SR) and Motivation. Children with higher SR levels early in schooling demonstrated better literacy and numeracy skills in later grades, while motivation did not predict subsequent skills. This study enhances understanding of AtL in non-Western contexts, with implications for culturally appropriate support for children’s learning engagement.
Source: Applied Developmental Science
Institutions: Harvard University, University of Pennsylvania
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: UBS Optimus Foundation
OpenAlex ID: W4408464203