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Approaches to learning vs. content knowledge: Longitudinal study of K-6 academic development

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  • Zhihong Zuo
  • Ting Xia
  • Tingting Zhou
  • Juzhe Xi

Abstract

The debate concerning whether preschoolers should emphasize Content Knowledge (CK) or Approaches to Learning (ATL) remains contentious. This study aims to investigate the impact of CK or ATL on children’s long-term academic performance. The sample comprised fifty Chinese children (aged 6–7; 26 boys, 24 girls), whose CK and ATL levels were assessed in their final preschool year, followed by annual tracking of their grades. Recognizing children as the central learners, a latent profile analysis (LPA) was then conducted on the six years of their academic rankings. The results indicated that a three-class model structure was superior, with classes named: Top, Mid-range, and Struggling students. According to multiple regression based on LPA, only ATL significantly influenced students’ transitions across different categories over the six years. Therefore, it is suggested that prioritizing the development of ATL skills during the enrollment preparation period can positively impact children’s academic progress in school.

Suggested Citation

  • Zhihong Zuo & Ting Xia & Tingting Zhou & Juzhe Xi, 2026. "Approaches to learning vs. content knowledge: Longitudinal study of K-6 academic development," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(3), pages 357-368, May.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:3:p:357-368
    DOI: 10.1080/00220671.2025.2545280
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