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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
Notizen:
