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How do different aspects of self-regulation predict successful adaptation to school?
J Exp Child Psychol. 2012 Nov; 113(3):353-71.JE

Abstract

Self-regulation plays an important role in successful adaptation to preschool and school contexts as well as in later academic achievement. The current study relates different aspects of self-regulation such as temperamental effortful control and executive functions (updating, inhibition, and shifting) to different aspects of adaptation to school such as learning-related behavior, school grades, and performance in standardized achievement tests. The relationship between executive functions/effortful control and academic achievement has been established in previous studies; however, little is known about their unique contributions to different aspects of adaptation to school and the interplay of these factors in young school children. Results of a 1-year longitudinal study (N=459) revealed that unique contributions of effortful control (parental report) to school grades were fully mediated by children's learning-related behavior. On the other hand, the unique contributions of executive functions (performance on tasks) to school grades were only partially mediated by children's learning-related behavior. Moreover, executive functions predicted performance in standardized achievement tests exclusively, with comparable predictive power for mathematical and reading/writing skills. Controlling for fluid intelligence did not change the pattern of prediction substantially, and fluid intelligence did not explain any variance above that of the two included aspects of self-regulation. Although effortful control and executive functions were not significantly related to each other, both aspects of self-regulation were shown to be important for fostering early learning and good classroom adjustment in children around transition to school.

Authors+Show Affiliations

School of Psychology, University of Bern, CH-3000 Bern 9, Switzerland. regula.neuenschwander@psy.unibe.chNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

22920433

Citation

Neuenschwander, Regula, et al. "How Do Different Aspects of Self-regulation Predict Successful Adaptation to School?" Journal of Experimental Child Psychology, vol. 113, no. 3, 2012, pp. 353-71.
Neuenschwander R, Röthlisberger M, Cimeli P, et al. How do different aspects of self-regulation predict successful adaptation to school? J Exp Child Psychol. 2012;113(3):353-71.
Neuenschwander, R., Röthlisberger, M., Cimeli, P., & Roebers, C. M. (2012). How do different aspects of self-regulation predict successful adaptation to school? Journal of Experimental Child Psychology, 113(3), 353-71. https://doi.org/10.1016/j.jecp.2012.07.004
Neuenschwander R, et al. How Do Different Aspects of Self-regulation Predict Successful Adaptation to School. J Exp Child Psychol. 2012;113(3):353-71. PubMed PMID: 22920433.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - How do different aspects of self-regulation predict successful adaptation to school? AU - Neuenschwander,Regula, AU - Röthlisberger,Marianne, AU - Cimeli,Patrizia, AU - Roebers,Claudia M, Y1 - 2012/08/21/ PY - 2011/10/22/received PY - 2012/07/17/revised PY - 2012/07/18/accepted PY - 2012/8/28/entrez PY - 2012/8/28/pubmed PY - 2013/2/23/medline SP - 353 EP - 71 JF - Journal of experimental child psychology JO - J Exp Child Psychol VL - 113 IS - 3 N2 - Self-regulation plays an important role in successful adaptation to preschool and school contexts as well as in later academic achievement. The current study relates different aspects of self-regulation such as temperamental effortful control and executive functions (updating, inhibition, and shifting) to different aspects of adaptation to school such as learning-related behavior, school grades, and performance in standardized achievement tests. The relationship between executive functions/effortful control and academic achievement has been established in previous studies; however, little is known about their unique contributions to different aspects of adaptation to school and the interplay of these factors in young school children. Results of a 1-year longitudinal study (N=459) revealed that unique contributions of effortful control (parental report) to school grades were fully mediated by children's learning-related behavior. On the other hand, the unique contributions of executive functions (performance on tasks) to school grades were only partially mediated by children's learning-related behavior. Moreover, executive functions predicted performance in standardized achievement tests exclusively, with comparable predictive power for mathematical and reading/writing skills. Controlling for fluid intelligence did not change the pattern of prediction substantially, and fluid intelligence did not explain any variance above that of the two included aspects of self-regulation. Although effortful control and executive functions were not significantly related to each other, both aspects of self-regulation were shown to be important for fostering early learning and good classroom adjustment in children around transition to school. SN - 1096-0457 UR - https://www.unboundmedicine.com/medline/citation/22920433/How_do_different_aspects_of_self_regulation_predict_successful_adaptation_to_school L2 - https://linkinghub.elsevier.com/retrieve/pii/S0022-0965(12)00129-4 DB - PRIME DP - Unbound Medicine ER -