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Autor/inn/en | Backer-Grøndahl, Agathe; Naerde, Ane; Idsoe, Thormod |
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Titel | Hot and Cool Self-Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations |
Quelle | In: Child Development, 90 (2019) 6, S.2171-2188 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.13104 |
Schlagwörter | Self Control; Student Adjustment; Correlation; Behavior Problems; Academic Achievement; Prediction; Grade 1; Grade 2; Elementary School Students; Teacher Attitudes |
Abstract | This study examined differential and mediating relations between hot and cool self-regulation (M[subscript age] = 48.2 months; N = 1,155, 48% girls), first-grade (M[subscript age] = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (M[subscript age] = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |