ERIC Number: EJ1113609
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Development of Self-Control from Kindergarten to Fifth Grade: The Effects of Neuropsychological Functioning and Adversity
Gajos, Jamie M.; Beaver, Kevin M.
Early Child Development and Care, v186 n10 p1571-1583 2016
A substantial body of research has reported significant associations between children's levels of self-control and a variety of academic and behavioural outcomes. As a result, studies have begun to investigate the factors involved in the development of self-control. The current study builds on this body of research and examines the extent to which neuropsychological functioning and adversity influence the development of self-control from kindergarten to the end of fifth grade. Utilizing data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), findings from the cross-sectional analysis revealed neuropsychological functioning to be significantly associated with the development of self-control, net of the presence of home, school, and environmental adversity. The longitudinal analysis revealed similar findings; however, home adversity surfaced as the most salient predictor of self-control during late childhood. Together, these findings highlight the importance of individual and environmental factors in the creation of children's self-control.
Descriptors: Self Control, Kindergarten, Elementary School Students, Child Development, Neuropsychology, Longitudinal Studies, Surveys, Cognitive Ability, Learning Strategies, Rating Scales, Risk, Family Environment, Social Support Groups, Child Behavior, School Safety, Least Squares Statistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A