دورية أكاديمية
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Hot and Cool Self-Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations

التفاصيل البيبلوغرافية
العنوان: Hot and Cool Self-Regulation, Academic Competence, and Maladjustment: Mediating and Differential Relations
اللغة: English
المؤلفون: Backer-Grøndahl, Agathe, Naerde, Ane, Idsoe, Thormod
المصدر: Child Development. Nov-Dec 2019 90(6):2171-2188.
الإتاحة: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 18
تاريخ النشر: 2019
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Grade 2
Descriptors: Self Control, Student Adjustment, Correlation, Behavior Problems, Academic Achievement, Prediction, Grade 1, Grade 2, Elementary School Students, Teacher Attitudes
DOI: 10.1111/cdev.13104
تدمد: 0009-3920
مستخلص: This study examined differential and mediating relations between hot and cool self-regulation (M[subscript age] = 48.2 months; N = 1,155, 48% girls), first-grade (M[subscript age] = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first- and second-grade (M[subscript age] = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self-regulation was significantly related to EXT, whereas both hot and cool self-regulation was significantly related to AC. Moreover, hot self-regulation indirectly predicted second-grade AC through first-grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self-regulation is related to academic and behavioral school adjustment.
Abstractor: As Provided
Entry Date: 2019
رقم الأكسشن: EJ1234204
قاعدة البيانات: ERIC
الوصف
تدمد:0009-3920
DOI:10.1111/cdev.13104