期刊
CHILD DEVELOPMENT
卷 78, 期 2, 页码 647-663出版社
WILEY
DOI: 10.1111/j.1467-8624.2007.01019.x
关键词
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资金
- NICHD NIH HHS [R01 HD51502, R03 HD39750, P01 HD39667] Funding Source: Medline
This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.
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