Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data

Kehoe, Karen F.; McGinty, Anita S.; Williford, Amanda P.; Whittaker, Jessica Vick

doi:10.1080/10409289.2020.1857540

Cited by 5 publications

(2 citation statements)

References 116 publications

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“…This emotion-related self-regulation parallels the regulation of cognition involved in the executive functioning dimension of MC [63]. Individual differ-ences in emotion-related self-regulation are at least partly due to individual differences in temperament [64] and have been associated with academic performance [65]. Eisenberg and colleagues (2010a) [1] argue that the sub-skill of EC (defined as the efficiency of executive attention) is related to individual differences in the aforementioned form of self-regulation and suggest that EC is indirectly associated with academic success through motivation.…”

Section: Effortful Control Executive Function and Metacognitionmentioning

confidence: 71%

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The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors

Sofologi¹,

Koulouri²,

Ntinou³

et al. 2022

JBBS

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Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children's behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC's relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.

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Section: Effortful Control Executive Function and Metacognitionmentioning

confidence: 71%

“…EC plays an important role in school functioning (academic achievement and school adaptation) [64] [65]. Many researchers have argued that emotional competence and processes involving executive attention are important for academic success [77].…”

Section: Metacognition Executive Function and Effortful Control: Thei...mentioning

confidence: 99%

The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors

Sofologi¹,

Koulouri²,

Ntinou³

et al. 2022

JBBS

View full text Add to dashboard Cite

show abstract

Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

Whittaker,

Hofkens,

Vitiello

et al. 2024

Early Childhood Research Quarterly

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A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors

Appels,

van Viersen,

van Erp

et al. 2024

Learning and Instruction

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Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data

Cited by 5 publications

References 116 publications

The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors

The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors

Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors

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