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The Contribution of...
The Contribution of Hot and Cool Self-Regulation in Early Childhood to Later Academic Achievement
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- Andersson, Håkan, 1974- (author)
- Stockholms universitet,Psykologiska institutionen
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- Grabell, Adam (author)
- Department of clinical and developmental psychology, University of Michigan, MI, United States
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- Chang, Hyein (author)
- Sungkyunkwan University, Seoul, South Korea
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- Lovén, Johanna (author)
- Stockholms universitet,Centrum för forskning om äldre och åldrande (ARC), (tills m KI)
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- Olson, Sheryl (author)
- Department of clinical and developmental psychology, University of Michigan, MI, United States
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(creator_code:org_t)
- English.
- Related links:
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https://urn.kb.se/re...
Abstract
Subject headings
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- The aim of the present study was to investigate the contribution of hot (emotional/motivational) and cool (cognitive) self-regulation in early childhood to lateracademic achievement in kindergarten (math) and late elementary school (math andlanguage). In a sample of 235 preschoolers, higher levels of cool self-regulation predicted better math achievement in kindergarten and this head-start effect persisted into late elementary school. In contrast, higher levels of hot self-regulation predicted better language but not math achievement in late elementary school. These findings support the notion that cool self-regulation is important for the development of academic skills already inkindergarten, whereas the effects on academic achievement of hot self-regulation are delayed, which may be a result of increasing demands through elementary school.
Subject headings
- SAMHÄLLSVETENSKAP -- Psykologi -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology -- Psychology (hsv//eng)
- SAMHÄLLSVETENSKAP -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology (hsv//eng)
Keyword
- self-regulation
- academic achievement
- school readiness
- Psychology
- Psykologi
- Psychology
- psykologi
Publication and Content Type
- vet (subject category)
- ovr (subject category)
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