Self-Regulation and School Readiness

Autor/inn/en	Eisenberg, Nancy; Valiente, Carlos; Eggum, Natalie D.
Titel	Self-Regulation and School Readiness
Quelle	In: Early Education and Development, 21 (2010) 5, S.681-698 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	School Readiness; Emotional Response; Academic Achievement; Adjustment (to Environment); Self Control; Metacognition; Student Adjustment; Peer Relationship; Teacher Student Relationship; Correlation; Interpersonal Competence + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Emotionales Verhalten; Schulleistung; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Interpersonale Kompetenz
Abstract	Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. Practice or Policy: Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10