Preschoolers' Self-Regulation and Early Mathematical Skill Differentials

Autor/inn/en	Quis, Johanna Sophie; Bela, Anika; Heineck, Guido
Titel	Preschoolers' Self-Regulation and Early Mathematical Skill Differentials
Quelle	In: Education Economics, 29 (2021) 2, S.173-193 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quis, Johanna Sophie) ORCID (Heineck, Guido)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2020.1866498
Schlagwörter	Foreign Countries; Preschool Children; Self Control; Mathematics Skills; Cognitive Ability; Migrants; Elementary School Students; Grade 1; Grade 2; Scores; Correlation; Germany + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Migrantin; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Korrelation; Deutschland
Abstract	We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development over the first two years of primary school using data from the German National Educational Panel Study (NEPS). Our results imply a positive association between self-regulation and mathematical competence levels, even when holding basic cognitive abilities constant. Self-regulation is, however, generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence and, to some extent, children with migration background benefit from self-regulation at the transition to primary school but not between grades 1 and 2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01