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The impact of self-regulation on preschool mathematical achievement

The present studies aimed at investigating whether children's risk for self-regulatory failure implicates poor academic outcomes even before the start of formal instruction.

Therefore, we analyzed the association between children's self-regulation abilities (i.e., operationalized with different paradigms) and academic achievement (i.e., early math skills).

In Study 1, we found that parent-rated self-regulation predicted early math skills in preschool children. Additionally, the time that children managed to successfully delay a response predicted early math skills.
In Study 2, we found that self-regulated behavior in preschool children as measured in a newly developed computerized delay task predicted early math skills.

The results are discussed with respect to the importance of children's self-regulation abilities for successful academic achievement.

Gawrilow, Caterina; Fäsche, Anika; Guderjahn, Lena; Gunzenhauser, Catherine; Merkt, Julia; Suchodoletz, Antje von: The impact of self-regulation on preschool mathematical achievement, in: Child Indicators Research, 7 (2014) 4 , 805-820

last modified Apr 14, 2015