Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders

Abstract

The linkages between self-regulatory processes and achievement were examined across three years in 733 children beginning at 1 st grade (M = 6.57 years, SD = .39 at 1 st grade) who were identified as lower achieving in literacy. Accounting for consistencies in measures (from one year prior) and for influences of child's age, gender, IQ, ethnicity and economic adversity on achievement, results indicate that adaptive/effortful control at 1 st grade contributed to both academic self-efficacy beliefs at 2 nd grade, and reading (but not math) achievement at 3 rd grade. Although academic self-efficacy did not partially mediate the linkage between adaptive/effortful control and achievement, academic self-efficacy beliefs were positively correlated with reading and math. Results support the notion that early efforts to promote children's self-regulatory skills would enhance future academic selfbeliefs and achievement, particularly in literacy.

Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study)

“…In the study, there were 733 first grade students examined during three years. According to the result of this study, self-efficacy beliefs were positively correlated with reading and math within and across time (Liew et al, 2008, p.515).…”

The role of temperament in children's affective and behavioral responses in achievement situations

“…Theories on achievement motivation and achievement emotions suggest that students' affective and behavioral responses in achievement situations are influenced by their beliefs, expectations, interests, and goals (e.g., Bandura, 1993;Dweck & Leggett, 1988;Pekrun, 2006). Research on the role of temperament in this process has grown in the past decade (e.g., Chang & Burns, 2005;Elliot & Pekrun, 2007;Elliot & Thrash, 2002;Rothbart & Hwang, 2005), but especially among children in the beginning of their school career, the number of studies on the relationship between students' temperament and their achievement-related TEMPERAMENT, AFFECTS, AND BEHAVIORS 7 affects and behaviors is limited (for exceptions, see Chang & Burns, 2005;Harris, Robinson, Chang, & Burns, 2007;Liew et al, 2008).…”

“…Temperament has been examined in relation to, for example, students' achievement, student-teacher interactions, problem behavior, and psychosocial functioning at school (e.g., Eisenberg et al, 2009;Nelson, Martin, Hodge, Havill, & Kamphaus, 1999;Valiente, Lemery-Chalfant, & Swanson, 2010;Zhou, Main, & Wang, 2010). For example, studies among kindergartners and elementary school students have found good self-regulation or high effortful control to be positively related to students' self-efficacy (Liew, McTigue, Barrois, & Hughes, 2008), academic competence (Liew et al, 2008;Valiente et al, 2010;Zhou et al, 2010), classroom participation (Valiente, Lemery-Chalfant, Swanson, & Reiser, 2008), school liking (Valiente, Lemery-Chalfant, & Castro, 2007), and work habits (Curby, Rudasill, Edwards, & Pérez-Edgar, 2011). Kindergarten and elementary school students' shyness or behavioral inhibition, TEMPERAMENT, AFFECTS, AND BEHAVIORS 6 on the other hand, has been shown to be negatively related to their academic engagement (Hughes & Coplan, 2010) and achievement (Hughes & Coplan, 2010;Valiente et al, 2010).…”

Childhood Self-Regulation, Academic Achievement, and Occupational Attainment

“…Within the temperament tradition, most researchers have used questionnaire data when investigating the link between self-regulation and academic achievement (e.g., Kurdek & Sinclair, 2000;Martin & Holbrook, 1985;Martin, Nagle, & Paget, 1983;Normandeau & Guay, 1998;Schoen & Nagle, 1994;Valiente, Lemery-Chalfant, & Castro, 2007;Valiente, LemeryChalfant, Swanson, & Reiser, 2008;Zhou et al, 2010), although not exclusively (e.g., Liew, Chen, & Hughes, 2010;Liew, McTigue, Barrois, & Hughes, 2008). In addition, these studies did not distinguish between hot and cool forms of self-regulation, as general measures including both aspects were used.…”