ERIC Number: EJ944964
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 89
Self-Regulation and Academic Achievement in Elementary School Children
McClelland, Megan M.; Cameron, Claire E.
New Directions for Child and Adolescent Development, n133 p29-44 Fall 2011
Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that supports substantive links between these aspects of self-regulation and academic achievement in young children. They also discuss methodological challenges in reliably and validly assessing these skills (involving measures that are biased, are not applicable across broad age ranges, or triangulated) and describe some recent advances in measures of self-regulation (involving the NIH Toolbox or the Head-Toes-Knees-Shoulders assessment) that are reliable, ecologically valid, and predictive of children's school achievement.
Descriptors: Elementary School Students, Academic Achievement, Short Term Memory, Self Control, Child Development, Inhibition, Success, Correlation, Evaluation Methods, Interpersonal Competence, Learner Engagement
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A