Prediction of Children's Academic Competence From Their Effortful Control, Relationships, and Classroom Participation

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Abstract

The authors examined the relations among children's effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children's effortful control, and teachers and children reported on children's school relationships and classroom participation. Children's grade point averages (GPAs) and absences were obtained from school-issued report cards. Significant positive correlations existed between effortful control, school relationships, classroom participation, and academic competence. Consistent with expectations, the teacher-child relationship, social competence, and classroom participation partially mediated the relation between effortful control and change in GPA from the beginning to the end of the school year. The teacher-child relationship and classroom participation also partially mediated the relation between effortful control and change in school absences across the year.

Original languageEnglish (US)
Pages (from-to)67-77
Number of pages11
JournalJournal of Educational Psychology
Volume100
Issue number1
DOIs
StatePublished - Feb 1 2008

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Keywords

  • academic competence
  • classroom participation
  • effortful control
  • peer and teacher relationships

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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