The Development of Emotional and Behavioral Self-Regulation and Their Effects on Academic Achievement in Childhood

Autor/inn/en	Edossa, Ashenafi Kassahun; Schroeders, Ulrich; Weinert, Sabine; Artelt, Cordula
Titel	The Development of Emotional and Behavioral Self-Regulation and Their Effects on Academic Achievement in Childhood
Quelle	In: International Journal of Behavioral Development, 42 (2018) 2, S.192-202 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025416687412
Schlagwörter	Academic Achievement; Self Control; Young Children; Teacher Evaluation; Child Development; Longitudinal Studies; Foreign Countries; Affective Behavior; Behavior Development; Emotional Development; Primary Education; Statistical Analysis; Behavior Problems; Child Behavior; Questionnaires; Screening Tests; Socioeconomic Status; Maximum Likelihood Statistics; United Kingdom; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Selbstbeherrschung; Frühe Kindheit; Teacher appraisal; Lehrerbeurteilung; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Affective disturbance; Active behaviour; Affektive Störung; Gefühlsbildung; Primarbereich; Statistische Analyse; Fragebogen; Screening-Verfahren; Socio-economic status; Sozioökonomischer Status; Großbritannien
Abstract	Self-regulation is an essential ability of children to cope with various developmental challenges. This study examines the developmental interplay between emotional and behavioral self-regulation during childhood and the relationship with academic achievement using data from the longitudinal Millennium Cohort Study (UK). Using cross-lagged panel analyses, we found that emotional and behavioral self-regulation were separate and stable constructs. In addition, both emotional and behavioral self-regulation had positive cross-lagged effects from ages 3 to 7. At an early developmental stage (ages 3 to 5), emotional regulation affected behavioral regulation more strongly than later developmental stages. However, the difference between the reciprocal effects was small from ages 5 to 7. Moreover, behavioral regulation during the third year of primary education (age 7) had a substantial and positive effect on teachers' evaluations of educational achievement during the last year of primary school (age 11). In contrast, emotional self-regulation only had a small indirect and positive effect via behavioral self-regulation. The current study suggests the structure of self-regulation was multidimensional and its facets are mutually dependent in the child's development. In order to gain a complete picture of the development of self-regulation and its effect on educational achievement, the facets emotional and behavioral regulation should both be studied in concert. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01