Adaptive and Effortful Control and Academic Self-Efficacy Beliefs on Achievement: A Longitudinal Study of 1st through 3rd Graders

Autor/inn/en	Liew, Jeffrey; McTigue, Erin M.; Barrois, Lisa; Hughes, Jan N.
Titel	Adaptive and Effortful Control and Academic Self-Efficacy Beliefs on Achievement: A Longitudinal Study of 1st through 3rd Graders
Quelle	In: Early Childhood Research Quarterly, 23 (2008) 4, S.515-526 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2008.07.003
Schlagwörter	Self Efficacy; Grade 3; Grade 2; Grade 1; Literacy; Low Achievement; Academic Achievement; Personality; Longitudinal Studies + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Alphabetisierung; Schreib- und Lesefähigkeit; Unterdurchschnittliche Leistung; Schulleistung; Personalität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The linkages between self-regulatory processes and achievement were examined across 3 years in 733 children beginning at 1st grade (M = 6.57 years, S.D. = 0.39 at 1st grade) who were identified as lower achieving in literacy. Accounting for consistencies in measures (from 1 year prior) and for influences of child's age, gender, IQ, ethnicity and economic adversity on achievement, results indicate that adaptive/effortful control at 1st grade contributed to both academic self-efficacy beliefs at 2nd grade, and reading (but not math) achievement at 3rd grade. Although academic self-efficacy did not partially mediate the linkage between adaptive/effortful control and achievement, academic self-efficacy beliefs were positively correlated with reading and math. Results support the notion that early efforts to promote children's self-regulatory skills would enhance future academic self-beliefs and achievement, particularly in literacy. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10