Abstract
The present studies aimed at investigating whether children’s risk for self-regulatory failure implicates poor academic outcomes even before the start of formal instruction. Therefore, we analyzed the association between children’s self-regulation abilities (i.e., operationalized with different paradigms) and academic achievement (i.e., early math skills). In Study 1, we found that parent-rated self-regulation predicted early math skills in preschool children. Additionally, the time that children managed to successfully delay a response predicted early math skills. In Study 2, we found that self-regulated behavior in preschool children as measured in a newly developed computerized delay task predicted early math skills. The results are discussed with respect to the importance of children’s self-regulation abilities for successful academic achievement.
Original language | English (US) |
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Pages (from-to) | 805-820 |
Number of pages | 16 |
Journal | Child Indicators Research |
Volume | 7 |
Issue number | 4 |
DOIs | |
State | Published - Dec 4 2014 |
Keywords
- ADHD
- Delay
- Early math skills
- Preschool children
- Self-regulation
ASJC Scopus subject areas
- Health(social science)
- Social Psychology
- Sociology and Political Science