Journal
EARLY EDUCATION AND DEVELOPMENT
Volume 21, Issue 5, Pages 681-698Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10409289.2010.497451
Keywords
-
Funding
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH &HUMAN DEVELOPMENT [P01HD048497] Funding Source: NIH RePORTER
- NATIONAL INSTITUTE OF MENTAL HEALTH [R01MH060838] Funding Source: NIH RePORTER
- NICHD NIH HHS [P01 HD048497-05, P01 HD048497, P01 HD048497-04] Funding Source: Medline
- NIMH NIH HHS [R01 MH060838, R01 MH060838-11, R01 MH060838-12] Funding Source: Medline
Ask authors/readers for more resources
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.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available