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Pronounced developmental progression during the transition to formal schooling can be found in executive functions (EF) and metacognition (MC). However, it is still unclear whether and how EF and MC influence each other during this transition. Previous research with young children suggests that inhibition may be a prerequisite for monitoring skills. Thus, the present longitudinal study investigated the association between the common subcomponents of EF (inhibition, working memory, and shifting) assessed in kindergarten (T1) and metacognitive monitoring assessed in 2nd grade (T2) in a sample of N = 84 children. In line with our hypothesis, the results revealed a significant link only between the EF subcomponent inhibition and later metacognitive monitoring. More precisely, children with better inhibition skills in kindergarten showed less overconfident monitoring in elementary school. Interestingly, the longitudinal relationship between inhibition and monitoring was not bidirectional. The findings indicate an essential role of early inhibition skills regarding emerging and developing elementary school children’s monitoring skills.

Previous research has shown that executive functions (EF) and task persistence are important predictors of academic achievement. Surprisingly, EF and persistence have rarely been studied together. It thus remains unclear whether these two constructs contribute independently to academic development. The current study aimed to investigate the specific contributions of task persistence and EF on later academic achievement. In a sample of N = 88 (51% female), we assessed at T1 children's EF skills and their task persistence (mean age T1: 73.4 months old). At T2, teachers rated children's math and reading competence (mean age T2: 94.6 months old). Results revealed that EF and persistence significantly predicted math achievement in second grade. However, persistence in kindergarten did not predict second-grade reading beyond the effect of EF. The findings indicate that task persistence plays a significant role in later math achievement, possibly reflecting the ability to endure and sustain that is not captured through classical EF measures.

Most research approaches operationalize persistence through a static index, neglecting that persistence is inherently dynamic. The study aimed to analyze persistence as a dynamic process through a real-time modeling approach. More specifically, we computed a latent profile analysis to examine different temporal and behavior dynamics in a persistence task. The Swiss sample consisted of N = 241 children (Mage = 71.8 months, 52.3% female, 21% migration background). During a persistence task, task engagement was repeatedly coded in 10s intervals yielding 18 indicators of persistence. The results revealed three behavioral profiles: a highly persistent profile (70%), a declining persistence profile (19%), and a low persistence profile (11%). Furthermore, covariate analyses revealed profile differences in terms of executive functions and behavioral problems.