|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|
|Pagination||278 - 297|
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.