Self-regulation and school readiness

Nancy Eisenberg, Carlos Valiente, Natalie Wilkens

Research output: Contribution to journalArticlepeer-review

224 Scopus citations


Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. Practice or Policy: Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available.

Original languageEnglish (US)
Pages (from-to)681-698
Number of pages18
JournalEarly education and development
Issue number5
StatePublished - 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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