The Zone of Actual and the Zone of Proximal Development Measured through Preschool Dynamic Assessment as Predictors of Later School Performance – a Longitudinal Study*

dc.citation.epage105
dc.citation.spage89
dc.citation.volume55
dc.contributor.authorLuković, Slađana
dc.contributor.authorMarinković, Bojana
dc.contributor.authorZotović Kostić, Marija
dc.date.accessioned2023-05-25T11:55:31Z
dc.date.available2023-05-25T11:55:31Z
dc.date.issued2022
dc.description.abstractThe goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the “Stevan Čolović” primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor only for performance in language and mathematics tests in a final trial test. Affective-motivational scaffolding is a better predictor than cognitive scaffolding. These results are considered in the context of Vygotsky’s theory and also in that of dynamic assessment procedures. Theoretical and practical implications for future studies of affective-motivational and cognitive factors as predictors of school performance are being considered.
dc.identifier.doi10.2298/PSI200914004L
dc.identifier.urihttps://vaseljena.ues.rs.ba/handle/123456789/207
dc.language.isoen
dc.sourcePSIHOLOGIJA
dc.subjectdynamic assessment, affective-motivational and cognitive factors, zone of proximal development, school performance
dc.titleThe Zone of Actual and the Zone of Proximal Development Measured through Preschool Dynamic Assessment as Predictors of Later School Performance – a Longitudinal Study*
dc.typeArticle
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