Date
2017-01-10Subject
150 Psychology SelbstkontrolleEmotionsregulationVerhaltenskontrolleSchulerfolgKindEntwicklungMetadata
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Aufsatz
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood
Abstract
Self-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.
Citation
In: International Journal of Behavioral Development (IJBD) Volume 42 / Issue 2 (2017-01-10) , S. 192-202 ; EISSN 1464-0651Additional Information
NationallizenzCitation
@article{doi:10.17170/kobra-202101273073,
author={Edossa, Ashenafi Kassahun and Schroeders, Ulrich and Weinert, Sabine and Artelt, Cordula},
title={The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood},
journal={International Journal of Behavioral Development (IJBD)},
year={2017}
}
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2021-02-10T11:26:45Z 2021-02-10T11:26:45Z 2017-01-10 doi:10.17170/kobra-202101273073 http://hdl.handle.net/123456789/12486 Nationallizenz eng Urheberrechtlich geschützt https://rightsstatements.org/page/InC/1.0/ self-regulation emotional regulation behavioral regulation academic achievement child development 150 The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood Aufsatz Self-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. open access Edossa, Ashenafi Kassahun Schroeders, Ulrich Weinert, Sabine Artelt, Cordula doi:10.1177%2F0165025416687412 Selbstkontrolle Emotionsregulation Verhaltenskontrolle Schulerfolg Kind Entwicklung publishedVersion EISSN 1464-0651 Issue 2 International Journal of Behavioral Development (IJBD) 192-202 Volume 42 false
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