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ERIC Number: EJ1326218
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
EISSN: N/A
Available Date: N/A
The Longitudinal Influence of Self-Regulation on School Performance and Behavior Problems from Preschool to Elementary School
Journal of Research in Childhood Education, v36 n1 p112-125 2022
The important role of early self-regulation skills has been repeatedly demonstrated in research. However, there is a lack of studies that have simultaneously examined the influence of hot and cool self-regulation skills on school performance and behavior problems in a longitudinal design from preschool to elementary school and controlling intelligence. Our study was conducted in Germany with a total sample of N = 434 preschool-age children (age range from 5 to 7 years). In the German education system, children in the last year before starting school are considered preschool children. Relying on structural equation modeling, we found that children's intelligence and cool self-regulation skills are important for their school success. In addition, cool self-regulation skills in preschool are associated with behavior problems in elementary school. Since cool self-regulation predicts academic success even when controlling for intelligence, early intervention methods promoting cool self-regulation skills can positively affect subsequent school development. Likewise, a reduction of problem behavior patterns can be reached.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A
Author Affiliations: N/A