NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1096732
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1040-9289
Child Self-Regulation, Parental Secure Base Scripts, and At-Risk Kindergartners' Academic Achievement
McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne
Early Education and Development, v27 n4 p440-456 2016
Research Findings: Early reading and mathematics skills predict later academic success, and child self-regulation and secure parent-child relationships are both predictors of early academic skills. Self-regulatory and family relationship factors have rarely been studied together as predictors of early academic success in populations of young children at risk for academic difficulties. This study examined child self-regulation and parents' representations of parent-child relationships as predictors of young children's academic achievement. Participants were 106 kindergartners attending charter schools that served impoverished neighborhoods in a large city. In a path analysis, child self-regulation and parental secure base script scores each uniquely predicted kindergartners' academic achievement at the end of the school year when several key covariates were accounted for. Practice or Policy: Children's self-regulation skills should be assessed at school entry to help identify the children at greatest risk for academic difficulties. The findings also provide further support for programs that promote healthy parent-child relationships and self-regulation prior to school entry.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A