Journal Article10.1353/MPQ.2007.0006
Children's Effortful Control and Academic Competence: Mediation through School Liking
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TL;DR: The authors examined the relations among children's effortful control, school liking, and academic competence with a sample of 240 7- to 12-year-old children and found that significant positive correlations existed between children's efforts to control effortfulness and school liking.
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Abstract: We examined the relations among children's effortful control, school liking, and academic competence with a sample of 240 7- to 12-year-old children. Parents and children reported on effortful control, and teachers and children assessed school liking. Children, parents, and teachers reported on children's academic competence. Significant positive correlations existed between children's effortful control, school liking, and academic competence. Consistent with predictions, and while controlling for the effects of parents' education and family income, school liking mediated the relation between effortful control and academic competence. Implications include a focus on proximal processes such as enhancing school liking and encouraging social relationships when designing interventions to promote academic competence.
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Citations
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School Readiness and Self-Regulation: A Developmental Psychobiological Approach
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“Plays Nice With Others”: Social–Emotional Learning and Academic Success
TL;DR: In this article, a model of SEL, identifying specific SEL skills, and discussing how such skills contribute and relate to academic success is presented. And the authors bring attention to important policy considerations that aim to positively influence the learning environment for all children.
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Prediction of Children’s Academic Competence From Their Effortful Control, Relationships, and Classroom Participation
TL;DR: Significant positive correlations existed between effortful control, school relationships, classroom participation, and academic competence among a sample of 7- to 12-year-old children.
Self-Regulation and School Readiness.
TL;DR: A conceptual model is presented 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.
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