Effortful Control and Academic Achievement in Rural China

Autor/inn/en	Zhang, Li; Rao, Nirmala
Titel	Effortful Control and Academic Achievement in Rural China
Quelle	In: Early Education and Development, 28 (2017) 5, S.541-558 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rao, Nirmala)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1255080
Schlagwörter	Emergent Literacy; Mathematics Achievement; Rural Areas; Foreign Countries; Grade 1; Grade 2; Elementary School Students; Elementary School Mathematics; Path Analysis; Attention Control; Academic Achievement; Longitudinal Studies; Mathematics Instruction; Predictor Variables; Mothers; Educational Attainment; Parent Background; China + Suchen Sie Ihr Suchwort? Frühleseunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rural area; Ländlicher Raum; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Pfadanalyse; Aufmerksamkeitstest; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Prädiktor; Mother; Mutter; Bildungsabschluss; Bildungsgut; Elternhaus
Abstract	Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of Grade 1 predicted incremental achievement in literacy and mathematics at the end of Grade 1 and mathematics achievement at the end of Grade 2. Growth in effortful control during Grade 1 also contributed significantly to the prediction of both literacy and mathematics achievement at the end of Grade 2. Although girls performed significantly better than boys in literacy achievement, gender did not moderate the relationships between effortful control and literacy and mathematics achievement. Practice or Policy: Children's effortful control appears to be an important predictor of early literacy and mathematics achievement. Findings suggest that children's effortful control should be fostered during the preschool and early years of formal schooling, and this can be done in both home and school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01