TY - JOUR
T1 - Prediction of Children's Academic Competence From Their Effortful Control, Relationships, and Classroom Participation
AU - Valiente, Carlos
AU - Lemery, Kathryn
AU - Swanson, Jodi
AU - Reiser, Mark
N1 - Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2008/2
Y1 - 2008/2
N2 - 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.
AB - 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.
KW - academic competence
KW - classroom participation
KW - effortful control
KW - peer and teacher relationships
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U2 - 10.1037/0022-0663.100.1.67
DO - 10.1037/0022-0663.100.1.67
M3 - Article
AN - SCOPUS:40749126451
SN - 0022-0663
VL - 100
SP - 67
EP - 77
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 1
ER -