A Multidimensional View of Children’s School Readiness
Year: 2016
Type: article
Study design: Observational Study
Abstract: . The present longitudinal study explores, on the one hand, the nature and strengths of the relation between cognitive and behavioral self-regulation, and, on the other hand, the impact of early social, cognitive, and self-regulatory skills on later school achievement and social school adjustment. Findings indicate that working memory is the most important predictor of academic achievement in the longitudinal perspective; individual differences in social school adjustment, in contrast, were mainly explained by earlier behavioral self-regulatory skills. Executive functions, however, may additionally help us to understand the developmental mechanisms responsible for the successes and failures of school adaptation, while behavioral self-regulation, based on its adaptive role, may be quintessential in supporting a child’s successful transition into formal schooling, including its social demands.
Authors: Raluca Sassu, Claudia M. Roebers
Institutions: Lucian Blaga University of Sibiu, University of Bern
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2567255017