The Contribution of Adolescent Effortful Control to Early Adult Educational Attainment

Autor/inn/en	Véronneau, Marie-Hélène; Hiatt Racer, Kristina; Fosco, Gregory M.; Dishion, Thomas J.
Titel	The Contribution of Adolescent Effortful Control to Early Adult Educational Attainment
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.730-743 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035831
Schlagwörter	Adolescents; Self Control; Educational Attainment; Young Adults; Middle School Students; Grade 6; Longitudinal Studies; Socioeconomic Status; Parent Background; Family Involvement; Behavior Problems; Grade Point Average; Substance Abuse; Ethnicity; Hypothesis Testing; Predictor Variables; Structural Equation Models + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbeherrschung; Bildungsabschluss; Bildungsgut; Young adult; Junger Erwachsener; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Elternhaus; Drug use; Drug consomption; Drogenkonsum; Ethnizität; Hypothesenprüfung; Hypothesentest; Prädiktor
Abstract	Effortful control has been proposed as a set of neurocognitive competencies that is relevant to self-regulation and educational attainment (Posner & Rothbart, 2007). This study tested the hypothesis that a multiagent report of adolescents' effortful control (age 17) would be predictive of academic persistence and educational attainment (age 23-25), after controlling for other established predictors (family factors, problem behavior, grade-point average, and substance use). Participants were 997 students recruited in 6th grade from 3 urban public middle schools (53% males; 42.4% European American; 29.2% African American). Consistent with the hypothesis, the unique association of effortful control with future educational attainment was comparable in strength to that of parental education and students' past grade-point average, suggesting that effortful control contributes to this outcome above and beyond well-established predictors. Path coefficients were equivalent across gender and ethnicity (European Americans and African Americans). Effortful control appears to be a core feature of the self-regulatory competencies associated with achievement of educational success in early adulthood. These findings suggest that the promotion of self-regulation in general and effortful control in particular may be an important focus not only for resilience to stress and avoidance of problem behavior but also for growth in academic competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01