Title | Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement |
Publication Type | Journal Article |
Year of Publication | 2012 |
Authors | McClelland, MM, Wanless, SB |
Journal | Research in Human Development |
Volume | 9 |
Issue | 4 |
Pagination | 278 - 297 |
Date Published | 10/2012 |
Abstract | This study examined children's self-regulation, demographic risks (English Language Learner (ELL) status, being from a low-income family), and academic achievement longitudinally across four time points (fall and spring of the prekindergarten and kindergarten years). Findings suggested that assets such as high self-regulation in the fall of prekindergarten were significantly related to children's academic achievement in prekindergarten and during the transition to kindergarten. The effect of self-regulation on achievement did not vary as a function of risk. Higher self-regulation significantly predicted higher academic skills regardless of risks. Discussion highlights the importance of assets, such as strong self-regulation, for early academic achievement. |
DOI | 10.1080/15427609.2012.729907 |