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.

Social and Emotional Competencies and Academic Achievement in Elementary School Students

“…Furthermore, it was also found that intellectual functioning was negatively correlated to the degree of understanding of emotions (Cook, Greenberg, & Kusche, 1994). Although the relationship between the ability to regulate behaviour and emotions in social situations and the school achievement was not found in our research, it was found in the study conducted by Edossa, Schroeders, Weinert and Artelt (2018). Specifically, it was determined that emotional and behavioural self- Furthermore, no significant correlation was found between the overall social and emotional competence (Strength Index) and school success in any class, meaning that the hypothesis number two (H2) of this study was not confirmed.…”

The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS)

“…Confirmatory for factor analyses for the MTAS were checked for the sub-sample in order to check measurement properties at test and re-test. Temporal invariance was then checked by conducting a series of models with increasingly stringent constraints (Edossa, Schroeders, Weinert, & Artelt, 2018). The configural invariance model specifies the MTAS at both measurement points, the threshold invariance model constraints item loadings and thresholds to be invariant, and the error invariance model constraints item residual variances to be invariant.…”

Achievement Motivation And Regulatory Emotional Self-Efficacy In University Students

“…Several studies focus mainly on the relationship between academic self-efficacy, motivation to mastery and performance goals, on emotional intelligence and motivation to learn (Gharetepeh, Safari, Pashaei, Razaei, & Kajbaf, 2015;Rowe, Fitness, & Wood, 2015;Umaru & Umma, 2015;Edossa, Schroeders, Weinert, & Artelt, 2018;Somayyeh, Manizheh, & Manouchehr, 2018). Few studies focus instead on emotional self-efficacy in the self-regulation of positive and negative emotions and achievement motivation in university students.…”