NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820558
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0885-2006
Adaptive and Effortful Control and Academic Self-Efficacy Beliefs on Achievement: A Longitudinal Study of 1st through 3rd Graders
Liew, Jeffrey; McTigue, Erin M.; Barrois, Lisa; Hughes, Jan N.
Early Childhood Research Quarterly, v23 n4 p515-526 2008
The linkages between self-regulatory processes and achievement were examined across 3 years in 733 children beginning at 1st grade (M = 6.57 years, S.D. = 0.39 at 1st grade) who were identified as lower achieving in literacy. Accounting for consistencies in measures (from 1 year prior) and for influences of child's age, gender, IQ, ethnicity and economic adversity on achievement, results indicate that adaptive/effortful control at 1st grade contributed to both academic self-efficacy beliefs at 2nd grade, and reading (but not math) achievement at 3rd grade. Although academic self-efficacy did not partially mediate the linkage between adaptive/effortful control and achievement, academic self-efficacy beliefs were positively correlated with reading and math. Results support the notion that early efforts to promote children's self-regulatory skills would enhance future academic self-beliefs and achievement, particularly in literacy. (Contains 4 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A