Table 1.

Summary of content, children’s chronological ages, and timing of assessments

	Ages 1–3 years	2nd Grade			3rd Grade		4th Grade
		Autumn	Winter	Spring	Autumn	Winter	Winter	Spring
Socioeconomic Status (SES)	Child age 14 months	n/a	n/a	n/a	n/a	n/a	n/a	n/a
Proportion of process praise	Child ages 14, 26, and 38 months	n/a	n/a	n/a	n/a	n/a	n/a	n/a
Motivational Frameworks	n/a	Questionnaire Part 1 (n = 36 children, Mage = 8.0, sd = .20)*	Questionnaire Part 2 (n = 31 children, Mage = 8.3, sd = .20)*	n/a	Questionnaire Part 1 (n = 17 children, Mage = 8.2 years, sd = .15)*	Questionnaire Part 2 (n = 12 children, Mage = 8.6 years, sd = .17)*	n/a	n/a
Mathematics achievement	n/a	n/a	WJ-III Applied Problems	WJ-III Calculation	n/a	n/a	WJ-III Applied Problems	WJ-III Calculation
Reading Comprehension Achievement	n/a	n/a	n/a	WJ-III Passage Comprehension	n/a	n/a	n/a	Gates-MacGinitie Reading Test
Reading Decoding Achievement	n/a	n/a	n/a	WJ-III Word Identification and WJ-III Word Attack	n/a	n/a	n/a	WJ-III Word Identification and WJ-III Word Attack
Child chronological age	1–3 years	M = 8.0 years sd = .20 years	M = 8.1 years sd = .37 years	M = 8.4 years sd = .38 years	M = 8.2 years sd = .15 years	M = 8.6 years sd = .17 years	M = 10.1 years sd = .38 years	M = 10.4 years sd = .37 years

^*Note: some children received the motivational frameworks measure in second grade, others in third grade because the original sample of infants recruited in 2002 who entered the study at age 14 months entered kindergarten during different academic years according to their schools’ entrance requirements, e.g., children with spring and summer birthdays usually entered kindergarten a year earlier than children with late autumn birthdays. These different kindergarten-entry dates meant that our sample was split between second and third grades during the academic year 2009–2010 when motivational frameworks were measured.