کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
354086 | 618965 | 2008 | 12 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders](/preview/png/354086.png)
The linkages between self-regulatory processes and achievement were examined across 3 years in 733 children beginning at 1st grade (M = 6.57 years, S.D. = .39 at 1st grade) who were identified as lower achieving in literacy. Accounting for consistencies in measures (from 1 year prior) and for influences of child's age, gender, IQ, ethnicity and economic adversity on achievement, results indicate that adaptive/effortful control at 1st grade contributed to both academic self-efficacy beliefs at 2nd grade, and reading (but not math) achievement at 3rd grade. Although academic self-efficacy did not partially mediate the linkage between adaptive/effortful control and achievement, academic self-efficacy beliefs were positively correlated with reading and math. Results support the notion that early efforts to promote children's self-regulatory skills would enhance future academic self-beliefs and achievement, particularly in literacy.
Journal: Early Childhood Research Quarterly - Volume 23, Issue 4, 4th Quarter 2008, Pages 515–526