Children's effortful control and academic competence: Mediation through school liking

Carlos Valiente, Kathryn Lemery, Kimberly S. Castro

Research output: Contribution to journalArticlepeer-review

93 Scopus citations

Abstract

We examined the relations among children's effortful control, school liking, and academic competence with a sample of 240 7- to 12-year-old children. Parents and children reported on effortful control, and teachers and children assessed school liking. Children, parents, and teachers reported on children's academic competence. Significant positive correlations existed between children's effortful control, school liking, and academic competence. Consistent with predictions, and while controlling for the effects of parents' education and family income, school liking mediated the relation between effortful control and academic competence. Implications include a focus on proximal processes such as enhancing school liking and encouraging social relationships when designing interventions to promote academic competence.

Original languageEnglish (US)
Pages (from-to)1-25
Number of pages25
JournalMerrill-Palmer Quarterly
Volume53
Issue number1
StatePublished - Jan 1 2007

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)

Fingerprint Dive into the research topics of 'Children's effortful control and academic competence: Mediation through school liking'. Together they form a unique fingerprint.

Cite this