The Longitudinal Influence of Self-Regulation on School Performance and Behavior Problems from Preschool to Elementary School

Autor/in	Rademacher, Annika
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01