A multidimensional view of children's school readiness. Longitudinal evidence concerning cognitive and social aspects.

Autor/inn/en	Sassu, Raluca; Roebers, Claudia M.
Titel	A multidimensional view of children's school readiness. Longitudinal evidence concerning cognitive and social aspects.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 48 (2016) 3, S. 144-157Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000154
Schlagwörter	Anpassung; Kurzzeitgedächtnis; Schulreife; Schüler; Individueller Unterschied; Leistung; Merkmal; Kindergartenkind
Abstract	Explored (1) the nature and strengths of the relation between cognitive and behavioral self-regulation, and (2) the impact of early social, cognitive, and self-regulatory skills on later school achievement and social school adjustment. Data were collected from 157 preschool students and their teachers in their last preschool year and at the end of first grade. Findings indicated that working memory is the most important predictor of academic achievement in the longitudinal perspective; individual differences in social school adjustment, in contrast, were mainly explained by earlier behavioral self-regulatory skills. Executive functions, however, may additionally help us to understand the developmental mechanisms responsible for the successes and failures of school adaptation, while behavioral self-regulation, based on its adaptive role, may be quintessential in supporting a child's successful transition into formal schooling, including its social demands. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/2