Literaturnachweis - Detailanzeige
Autor/in | Rademacher, Annika |
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Titel | The Longitudinal Influence of Self-Regulation on School Performance and Behavior Problems from Preschool to Elementary School |
Quelle | In: Journal of Research in Childhood Education, 36 (2022) 1, S.112-125 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rademacher, Annika) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0256-8543 |
DOI | 10.1080/02568543.2020.1847219 |
Schlagwörter | Longitudinal Studies; Self Control; Academic Achievement; Behavior Problems; Preschool Children; Elementary School Students; Intelligence; Foreign Countries; Structural Equation Models; Predictor Variables; Germany Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstbeherrschung; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Intelligenz; Klugheit; Ausland; Prädiktor; Deutschland |
Abstract | 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. (As Provided). |
Anmerkungen | 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |