Self-Regulation and Academic Achievement in Elementary School Children

Autor/inn/en	McClelland, Megan M.; Cameron, Claire E.
Titel	Self-Regulation and Academic Achievement in Elementary School Children
Quelle	In: New Directions for Child and Adolescent Development, (2011) 133, S.29-44 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.302
Schlagwörter	Elementary School Students; Academic Achievement; Short Term Memory; Self Control; Child Development; Inhibition; Success; Correlation; Evaluation Methods; Interpersonal Competence; Learner Engagement + Suchen Sie Ihr Suchwort? Schulleistung; Kurzzeitgedächtnis; Selbstbeherrschung; Kindesentwicklung; Hemmung; Erfolg; Korrelation; Interpersonale Kompetenz
Abstract	Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that supports substantive links between these aspects of self-regulation and academic achievement in young children. They also discuss methodological challenges in reliably and validly assessing these skills (involving measures that are biased, are not applicable across broad age ranges, or triangulated) and describe some recent advances in measures of self-regulation (involving the NIH Toolbox or the Head-Toes-Knees-Shoulders assessment) that are reliable, ecologically valid, and predictive of children's school achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10