TY - JOUR
T1 - Effortful control is associated with children's school functioning via learning-related behaviors
AU - Sánchez-Pérez, Noelia
AU - Fuentes, Luis J.
AU - Eisenberg, Nancy
AU - González-Salinas, Carmen
N1 - Publisher Copyright:
© 2018 The Authors
PY - 2018/4
Y1 - 2018/4
N2 - The goal of the current study was to identify factors that contribute to individual differences in school functioning. We proposed a model including direct effects of Effortful Control (EC) on Spanish 6- to 12-year olds' (N = 142) academic achievement and social adaptation at school, with these relations partially mediated by learning-related behaviors (LRBs). Parents rated children's EC; teachers reported children's LRBs and children' social adaptation in school; children' social preference was assessed through classmates' nominations. Children's academic achievement was measured through standard tests and grades. Analyses were run using structural equation models, controlling by gender, intelligence, age, socioeconomic status, and school. EC was positively and directly related to social adaptation in school. EC was also indirectly related to academic achievement and social adaptation through LRBs. The findings highlight the potential relevance of children's EC and LRBs for adjustment in elementary school.
AB - The goal of the current study was to identify factors that contribute to individual differences in school functioning. We proposed a model including direct effects of Effortful Control (EC) on Spanish 6- to 12-year olds' (N = 142) academic achievement and social adaptation at school, with these relations partially mediated by learning-related behaviors (LRBs). Parents rated children's EC; teachers reported children's LRBs and children' social adaptation in school; children' social preference was assessed through classmates' nominations. Children's academic achievement was measured through standard tests and grades. Analyses were run using structural equation models, controlling by gender, intelligence, age, socioeconomic status, and school. EC was positively and directly related to social adaptation in school. EC was also indirectly related to academic achievement and social adaptation through LRBs. The findings highlight the potential relevance of children's EC and LRBs for adjustment in elementary school.
KW - Academic achievement
KW - Childhood
KW - Effortful control
KW - Elementary school
KW - Learning-related behaviors
KW - Social adaptation
KW - Temperament
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U2 - 10.1016/j.lindif.2018.02.009
DO - 10.1016/j.lindif.2018.02.009
M3 - Article
AN - SCOPUS:85044768252
SN - 1041-6080
VL - 63
SP - 78
EP - 88
JO - Learning and Individual Differences
JF - Learning and Individual Differences
ER -