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Autor:
Gawrilow, Caterina; Fäsche, Anika; Guderjahn, Lena; Gunzenhauser, Catherine; Merkt, Julia; Suchodoletz, Antje von:

Titel:
The impact of self-regulation on preschool mathematical achievement

Quelle:
In: Child Indicators Research, 7 (2014) 4 , 805-820

URL des Volltextes:
http://link.springer.com/article/10.1007/s12187-013-9201-y

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung, Befragung, Bildungserfolg, Deutschland, Eltern, Empirische Untersuchung, Kind, Leistungstest, Mathematische Kompetenz, Messverfahren, Regressionsanalyse, Risikokind, Selbstregulation, Vorschulalter


Abstract(original):
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. (DIPF/Orig.)


DIPF-Abteilung:
Bildung und Entwicklung

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zuletzt verändert: 11.11.2016