Self-Regulation and Academic Achievement from Early to Middle Childhood among Children in Low-Income Neighborhoods

Autor/inn/en	Li-Grining, Christine Pajunar; Stockdale, Laura; Cunningham, Annelise; Bradley, Kelly; Papadakis, Jaclyn L.; Flores-Lamb, Valerie; Marcus, Maria; Radulescu, Maria
Titel	Self-Regulation and Academic Achievement from Early to Middle Childhood among Children in Low-Income Neighborhoods
Quelle	In: Early Education and Development, 34 (2023) 6, S.1289-1304 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2106768
Schlagwörter	Self Control; Academic Achievement; Low Income Students; Elementary School Students; African American Students; Hispanic American Students; Student Characteristics; Family Characteristics; Executive Function; Predictor Variables; Preschool Education; Young Children; Achievement Tests; Cognitive Tests; Preadolescents; Massachusetts (Boston); Illinois (Chicago); Texas (San Antonio); Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Prädiktor; Pre-school education; Vorschulerziehung; Frühe Kindheit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Pre-adolescence; Präadoleszenz
Abstract	Research Findings: Greater self-regulation has been identified as a protective factor for low-income children's academic achievement. However, we know less about the long-term protective nature of specific aspects of self-regulation. Data were drawn from predominantly African American and Latino children in low-income communities in Boston, Chicago, and San Antonio during early childhood (mean age = 4.84 years) and middle childhood (mean age = 9.30 years; n = 348). The current investigation found that preschoolers' overall self-regulation predicted their academic skills in middle childhood, net of child and family characteristics as well as academic competence during preschool. Furthermore, when executive function (EF) and effortful control (EC) in early childhood were examined as simultaneous predictors of quantitative and literacy scores during middle childhood, there were moderate linkages from EF to both academic domains. Practice or Policy: Our findings suggest that the long-term gains of interventions that focus on fostering global self-regulation in preschool may yield more benefits for math than for reading, especially if such programs target young children's executive function in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01