Literaturnachweis - Detailanzeige
Autor/inn/en | Eisenberg, Nancy; Valiente, Carlos; Eggum, Natalie D. |
---|---|
Titel | Self-Regulation and School Readiness |
Quelle | In: Early Education and Development, 21 (2010) 5, S.681-698 (18 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
Schlagwörter | School Readiness; Emotional Response; Academic Achievement; Adjustment (to Environment); Self Control; Metacognition; Student Adjustment; Peer Relationship; Teacher Student Relationship; Correlation; Interpersonal Competence Readiness for school; School ability; Schulreife; Emotionales Verhalten; Schulleistung; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Interpersonale Kompetenz |
Abstract | Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. Practice or Policy: Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available. (Contains 1 table and 1 figure.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |