ArticleFrontiers in psychology2018
Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8-12: A Case-Control Study.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Relationship between learning flow and academic performance among students: a systematic evaluation and meta-analysis.Frontiers in psychology · 2023Pooled it
- Executive functioning, behavior, and white matter microstructure in the chronic phase after pediatric mild traumatic brain injury: results from the adolescent brain cognitive development study.Psychological medicine · 2024Article
- School Achievement in Early Adolescence Is Associated With Students' Self-Perceived Executive Functions.Frontiers in psychology · 2021Article
- Sex differences in self-regulation in early, middle and late adolescence: A large-scale cross-sectional study.PloS one · 2020Article
- Parents' Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison.Frontiers in psychology · 2020Article
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Authors and funding
3 authors.
Funding
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Abstract
There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.
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