Growing Up with Assets and Risks: The Importance of Self-Regulation for Academic Achievement

Citeable URL: https://ir.library.oregonstate.edu/concern/articles/2f75rd867

Descriptions

Attribute Name	Values
Creator	McClelland, Megan M. Wanless, Shannon B.
Abstract	This study examined children’s self-regulation, demographic risks [English Language Learner (ELL) status, being from a low-income family], and academic achievement longitudinally across four time points (fall and spring of the prekindergarten and kindergarten years). Findings suggested that assets such as high self-regulation in the fall of prekindergarten were significantly related to children’s academic achievement in prekindergarten and during the transition to kindergarten. The effect of self-regulation on achievement did not vary as a function of risk. Higher self-regulation significantly predicted higher academic skills regardless of risks. Discussion highlights the importance of assets, such as strong self-regulation, for early academic achievement.
Resource Type	Article
DOI	https://doi.org/10.1080/15427609.2012.729907
Date Available	2014-05-12T08:00:07+00:00
Date Issued	2012-11-12
Citation	Megan M. McClelland & Shannon B. Wanless (2012): Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement, Research in Human Development, 9:4, 278-297. http://dx.doi.org/10.1080/15427609.2012.729907
Journal Title	Research in Human Development
Journal Volume	9
Journal Issue/Number	4
Academic Affiliation	College of Public Health and Human Sciences
Rights Statement	Copyright Not Evaluated
Publisher	Taylor & Francis
Peer Reviewed	Yes
Language	English [eng]
Replaces	http://hdl.handle.net/1957/37179