Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway

Lenes, Ragnhild; McClelland, Megan M.; Braak, Dieuwer ten; Idsøe, Thormod; Størksen, Ingunn

doi:10.1016/j.ecresq.2020.07.005

Cited by 31 publications

(25 citation statements)

References 55 publications

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“…Results of this study indicate that the HTKS-R captured variability in a sample of children placed at socio-demographic disadvantage. Furthermore, children's performance on the HTKS-R also related to their academic outcomes similar to patterns found in other samples with a wider range of socioeconomic backgrounds (McClelland and Wanless, 2012;McClelland et al, 2014;Lenes et al, 2020b).…”

Section: Relations Between the Htks-r And Ef Measures And Academic Outcomessupporting

confidence: 73%

“…Other research using the HTKS-R in a separate sample of children in Head Start found similar relations with measures of EF, literacy, and math skills (McClelland et al, 2019). Moreover, previous research with the HTKS has found similar relations in a variety of socio-demographically and contextually diverse samples of children around the world (Wanless et al, 2011;von Suchodoletz et al, 2013;McClelland et al, 2014;Cadima et al, 2015;Cameron et al, 2019;Howard et al, 2019;Lenes et al, 2020b). However, caution should be taken in generalizing the results of the current study to other samples of children until research can be conducted in those groups with the HTKS-R.…”

Section: Limitationsmentioning

confidence: 71%

“…Accumulating research shows that the HTKS is one of the best-performing measures for predicting academic achievement in young children (Fuhs et al, 2014;Lipsey et al, 2017) and has strong construct and predictive validity (McClelland et al, 2007a(McClelland et al, , 2014Cameron Ponitz et al, 2009;Cameron et al, 2019;Lenes et al, 2020b). Other research also indicates that the HTKS predicts academic achievement in diverse contexts and samples of children (Wanless et al, 2011;von Suchodoletz et al, 2013;Gestsdottir et al, 2014;McClelland et al, 2014;Cadima et al, 2015;Lenes et al, 2020b). Despite its general utility, the HTKS offers relatively less information about the behavioral self-regulation abilities of children with relatively low or nascent abilities; the HTKS exhibits floor effects among such populations.…”

Section: Measurement Of Behavioral Self-regulation With the Htksmentioning

confidence: 99%

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The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

et al. 2021

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The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.

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Section: Relations Between the Htks-r And Ef Measures And Academic Outcomessupporting

confidence: 73%

Section: Limitationsmentioning

confidence: 71%

Section: Measurement Of Behavioral Self-regulation With the Htksmentioning

confidence: 99%

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The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

et al. 2021

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“…By using 1,398 high-school students in Spain, their study found that metacognitive strategy exerted a direct effect over academic achievement and was also an important mediator for parental involvement's indirect effect on academic achievement. Lenes et al (2020) examined the effect of students' SRL acquired in kindergarten on academic achievement in grade 1 and five by drawing on a longitudinal data for Norway, and empirically showed an importance of early SRL for later academic achievement. Some studies showed a positive effect of SRL on academic achievement in Chinese societies.…”

Section: The Effect Of Self-regulated Learning On Academic Achievementmentioning

confidence: 99%

Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

2021

Front. Psychol.

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Many empirical studies have been conducted to investigate self-regulated learning (SRL) in the Western countries. Less well investigated is the SRL in the Chinese Mainland students and how it affects their academic achievement. On the basis of PISA 2009, this paper is aimed at exploring the SRL of 15-year-old Shanghai students, as measured by cognitive strategy (elaboration and memorization), metacognition (metacognition in understanding and remembering, metacognition in summarizing, and control strategy), and motivational belief (enjoyment of reading). In the aspect of SRL nature, the results reveal that 15-year-old students in Shanghai use elaboration strategy frequently and seldom use memorization strategy, and that they have high metacognition in understanding, remembering, and summarizing but have low control strategy, and that their enjoyment of reading is relatively high. In the aspect of SRL’s consequence for reading literacy, findings from multilevel linear regression corroborate previous evidence from the Western countries about the effect of SRL on academic achievement. Specifically, elaboration strategy, metacognition in understanding and remembering, metacognition in summarizing, control strategy, and enjoyment of reading are conducive to students’ reading literacy, while memorization strategy exerts a significantly negative effect on reading literacy. The findings could be useful in helping us to gain a better understanding of Shanghai students’ SRL.

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“…This feature is not a fixed feature, but a set of environment-dependent processes that people choose to do homework, learn and recall (g & Rauch, 2018). Self-regulation refers to the ability to monitor performance and respond to feedback that increases the likelihood of optimal performance in the best possible way (Lenes & et al, 2020). Self-regulation is divided into two general parts, cognition and metacognition.…”

Section: Introductionmentioning

confidence: 99%

Modeling of Self-regulation based on Cognitive Flexibility with Mediated Role of Psychological Hardiness in Students

Vaziri

Panah

Tajalli

2021

Iranian Journal of Educational Sociology

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The aim of present research was determine the modeling of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students. Methodology: The present study was descriptive, correlational type. The research population was all secondary high school students of Tehran city in academic years of 2019-20, which from them 499 students were selected by step cluster sampling method. Data were collected by self-regulation questionnaire (Bouffard & et al, 1995), cognitive flexibility inventory (Dennis & Vander Wal, 2010) and psychological hardiness scale (Lang & Goulet, 2003) and analyzed by structural equation modeling method in SPSS-22 and Amos-21 software. Findings: The findings showed that the model of self-regulation based on cognitive flexibility with mediated role of psychological hardiness in students had a good fit. Also, cognitive flexibility on psychological hardiness and psychological hardiness on selfregulation had significant direct effect (P<0.001), while cognitive flexibility on self-regulation had not significant direct effect (P>0.05). In Addition, cognitive flexibility with mediated of psychological hardiness on self-regulation had significant indirect effect (P=0.009). Conclusion:Regarded to the results, school counselors and psychologists can via increasing cognitive flexibility and psychological hardiness directly and indirectly led to improve selfregulation of students.

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Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway

Cited by 31 publications

References 55 publications

The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

Effects of Self-Regulated Learning on Student’s Reading Literacy: Evidence From Shanghai

Modeling of Self-regulation based on Cognitive Flexibility with Mediated Role of Psychological Hardiness in Students

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