Classmates’ academic and executive function (EF) skills are important predictors of individual EF and achievement. The present study investigated the effects of peer EF, using a battery of measures, on individual EF and academic achievement in preschool. Peer effects were assessed for 321 preschool-aged children from 48 classrooms. Using hierarchical linear modeling, peer EF predicted student gains in executive function, vocabulary, and math, but not literacy. Results suggested that classrooms with higher overall EF had students who achieved more skills over the course of the school year in comparison to children in classrooms with lower levels of EF. The effect of fall peer EF on spring student EF was greater for low-income dual language learners (DLLs) than monolinguals. Findings suggest that EF, math, and vocabulary knowledge are socially mediated by peers and can have differential effects on DLLs.

同学的学术和执行功能 （EF） 技能是个人 EF 和成就的重要预测指标。本研究使用一系列措施调查了同伴 EF 对个体 EF 和学龄前学业成绩的影响。对来自 48 个教室的 321 名学龄前儿童进行了同伴效应评估。使用分层线性建模，同伴 EF 预测了学生在执行功能、词汇和数学方面的进步，但没有预测识字能力。结果表明，与 EF 水平较低的教室中的学生相比，总体 EF 较高的教室的学生在学年中获得了更多的技能。对于低收入双语学习者 （DLL） 来说，秋季同伴 EF 对春季学生 EF 的影响大于单语学习者。研究结果表明，EF、数学和词汇知识是由同龄人在社交中介上传播的，并且可能对 DLL 产生不同的影响。