The Impact of Self-Regulation on Preschool Mathematical Achievement

Caterina Gawrilow, Anika Fäsche, Lena Guderjahn, Catherine Gunzenhauser, Julia Merkt, Antje von Suchodoletz

Research output: Contribution to journalArticle

Abstract

The present studies aimed at investigating whether children’s risk for self-regulatory failure implicates poor academic outcomes even before the start of formal instruction. Therefore, we analyzed the association between children’s self-regulation abilities (i.e., operationalized with different paradigms) and academic achievement (i.e., early math skills). In Study 1, we found that parent-rated self-regulation predicted early math skills in preschool children. Additionally, the time that children managed to successfully delay a response predicted early math skills. In Study 2, we found that self-regulated behavior in preschool children as measured in a newly developed computerized delay task predicted early math skills. The results are discussed with respect to the importance of children’s self-regulation abilities for successful academic achievement.

Original languageEnglish (US)
Pages (from-to)805-820
Number of pages16
JournalChild Indicators Research
Volume7
Issue number4
DOIs
StatePublished - Dec 4 2014

    Fingerprint

Keywords

  • ADHD
  • Delay
  • Early math skills
  • Preschool children
  • Self-regulation

ASJC Scopus subject areas

  • Health(social science)
  • Social Psychology
  • Sociology and Political Science

Cite this