Learning behaviors, executive functions, and social skills: A meta-analysis on the factors influencing learning development in the transition from kindergarten to elementary school

The linguistic, mathematical, social-emotional, and cognitive precursor competencies are important predictors of learning success already at kindergarten age. A systematic analysis of the state of research on the actual interrelationships of the focused precursor competencies brings together results of a meta-analysis. The literature search yielded 653 hits, which were reduced to 94 hits after applying exclusion criteria. It was possible to perform 271 correlation tests in 39 pathways. Thus, the sample (n = 141,508 [M = 1505, SD = 3930 ]) with an average age of 5.2 years (SD = 0.10 years) is balanced in gender ratio of 48.5 % male and 48.9 % female (2.6 % not specified). The largest correlation between literacy and mathematical precursor skills is r = .65 . With a correlation between r = .17 and r = .60 , executive functions significantly influence the development of literacy and mathematical skills and learning behaviors. Learning behaviors are most strongly related to social skills, with r = .57 . Parental influence turns out to be smaller, with correlations ranging from r = .19 to .55 . The effect of individual pathways is also small, and peer group was not included in the search term combination. Successful educational processes in day care centers can be improved with a focus on the promotion of executive functions and learning behaviors.