NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ909541
Record Type: Journal
Publication Date: 2011-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Self-Regulation Mediates the Relationship between Learner Typology and Achievement in At-Risk Children
Weed, Keri; Keogh, Deborah; Borkowski, John G.; Whitman, Thomas; Noria, Christine W.
Learning and Individual Differences, v21 n1 p96-108 Feb 2011
A person-centered approach was used to explore the mediating role of self-regulation between learner typology at age 8 and academic achievement at age 14 while controlling for domain-specific achievement in a longitudinal sample of 113 children born to adolescent mothers. Children were classified into one of 5 learner typologies at age 8 based on interactive patterns of intellectual, achievement, and adaptive abilities. Typology classification explained significant variance in both reading and math achievement at age 14. A bootstrapping approach confirmed that self-regulation mediated the relationship between typology and reading and mathematical achievement for children from all typologies except those classified as Cognitively and Adaptively Challenged. Implications of person-centered approaches for understanding processes involved with achievement are discussed. (Contains 5 tables and 2 figures.)
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 - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A