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The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood

dc.date.accessioned2021-02-10T11:26:45Z
dc.date.available2021-02-10T11:26:45Z
dc.date.issued2017-01-10
dc.identifierdoi:10.17170/kobra-202101273073
dc.identifier.urihttp://hdl.handle.net/123456789/12486
dc.descriptionNationallizenzger
dc.language.isoengger
dc.rightsUrheberrechtlich geschützt
dc.rights.urihttps://rightsstatements.org/page/InC/1.0/
dc.subjectself-regulationeng
dc.subjectemotional regulationeng
dc.subjectbehavioral regulationeng
dc.subjectacademic achievementeng
dc.subjectchild developmenteng
dc.subject.ddc150
dc.titleThe development of emotional and behavioral self-regulation and their effects on academic achievement in childhoodeng
dc.typeAufsatz
dcterms.abstractSelf-regulation is an essential ability of children to cope with various developmental challenges. This study examines the developmental interplay between emotional and behavioral self-regulation during childhood and the relationship with academic achievement using data from the longitudinal Millennium Cohort Study (UK). Using cross-lagged panel analyses, we found that emotional and behavioral self-regulation were separate and stable constructs. In addition, both emotional and behavioral self-regulation had positive cross-lagged effects from ages 3 to 7. At an early developmental stage (ages 3 to 5), emotional regulation affected behavioral regulation more strongly than later developmental stages. However, the difference between the reciprocal effects was small from ages 5 to 7. Moreover, behavioral regulation during the third year of primary education (age 7) had a substantial and positive effect on teachers’ evaluations of educational achievement during the last year of primary school (age 11). In contrast, emotional self-regulation only had a small indirect and positive effect via behavioral self-regulation. The current study suggests the structure of self-regulation was multidimensional and its facets are mutually dependent in the child’s development. In order to gain a complete picture of the development of self-regulation and its effect on educational achievement, the facets emotional and behavioral regulation should both be studied in concert.eng
dcterms.accessRightsopen access
dcterms.creatorEdossa, Ashenafi Kassahun
dcterms.creatorSchroeders, Ulrich
dcterms.creatorWeinert, Sabine
dcterms.creatorArtelt, Cordula
dc.relation.doidoi:10.1177%2F0165025416687412
dc.subject.swdSelbstkontrolleger
dc.subject.swdEmotionsregulationger
dc.subject.swdVerhaltenskontrolleger
dc.subject.swdSchulerfolgger
dc.subject.swdKindger
dc.subject.swdEntwicklungger
dc.type.versionpublishedVersion
dcterms.source.identifierEISSN 1464-0651
dcterms.source.issueIssue 2
dcterms.source.journalInternational Journal of Behavioral Development (IJBD)eng
dcterms.source.pageinfo192-202
dcterms.source.volumeVolume 42
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