Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations

Maciel M. Hernández, Nancy Eisenberg, Carlos Valiente, Tracy Spinrad, Sarah K. Johns, Rebecca H. Berger, Kassondra M. Silva, Anjolii Diaz, Diana E. Gal-Szabo, Marilyn Thompson, Jody Southworth

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.

Original languageEnglish (US)
Pages (from-to)914-938
Number of pages25
JournalEarly Education and Development
Volume29
Issue number7
DOIs
StatePublished - Oct 3 2018

Fingerprint

self-regulation
elementary school
Reading
school grade
Task Performance and Analysis
kindergarten
performance
Self-Control
Research
school

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Self-Regulation and Academic Measures Across the Early Elementary School Grades : Examining Longitudinal and Bidirectional Associations. / Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; Spinrad, Tracy; Johns, Sarah K.; Berger, Rebecca H.; Silva, Kassondra M.; Diaz, Anjolii; Gal-Szabo, Diana E.; Thompson, Marilyn; Southworth, Jody.

In: Early Education and Development, Vol. 29, No. 7, 03.10.2018, p. 914-938.

Research output: Contribution to journalArticle

Hernández, Maciel M. ; Eisenberg, Nancy ; Valiente, Carlos ; Spinrad, Tracy ; Johns, Sarah K. ; Berger, Rebecca H. ; Silva, Kassondra M. ; Diaz, Anjolii ; Gal-Szabo, Diana E. ; Thompson, Marilyn ; Southworth, Jody. / Self-Regulation and Academic Measures Across the Early Elementary School Grades : Examining Longitudinal and Bidirectional Associations. In: Early Education and Development. 2018 ; Vol. 29, No. 7. pp. 914-938.
@article{b453405f754346e49373bc255be43b0b,
title = "Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations",
abstract = "This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.",
author = "Hern{\'a}ndez, {Maciel M.} and Nancy Eisenberg and Carlos Valiente and Tracy Spinrad and Johns, {Sarah K.} and Berger, {Rebecca H.} and Silva, {Kassondra M.} and Anjolii Diaz and Gal-Szabo, {Diana E.} and Marilyn Thompson and Jody Southworth",
year = "2018",
month = "10",
day = "3",
doi = "10.1080/10409289.2018.1496722",
language = "English (US)",
volume = "29",
pages = "914--938",
journal = "Early Education and Development",
issn = "1040-9289",
publisher = "Routledge",
number = "7",

}

TY - JOUR

T1 - Self-Regulation and Academic Measures Across the Early Elementary School Grades

T2 - Examining Longitudinal and Bidirectional Associations

AU - Hernández, Maciel M.

AU - Eisenberg, Nancy

AU - Valiente, Carlos

AU - Spinrad, Tracy

AU - Johns, Sarah K.

AU - Berger, Rebecca H.

AU - Silva, Kassondra M.

AU - Diaz, Anjolii

AU - Gal-Szabo, Diana E.

AU - Thompson, Marilyn

AU - Southworth, Jody

PY - 2018/10/3

Y1 - 2018/10/3

N2 - This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.

AB - This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.

UR - http://www.scopus.com/inward/record.url?scp=85051727708&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85051727708&partnerID=8YFLogxK

U2 - 10.1080/10409289.2018.1496722

DO - 10.1080/10409289.2018.1496722

M3 - Article

AN - SCOPUS:85051727708

VL - 29

SP - 914

EP - 938

JO - Early Education and Development

JF - Early Education and Development

SN - 1040-9289

IS - 7

ER -