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 - Jan 1 2014

    Fingerprint

    self-regulation
    Aptitude
    Preschool Children
    preschool child
    academic achievement
    ability
    parents
    paradigm
    instruction
    Self-Control

    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

    Gawrilow, C., Fäsche, A., Guderjahn, L., Gunzenhauser, C., Merkt, J., & Von Suchodoletz, A. (2014). The Impact of Self-Regulation on Preschool Mathematical Achievement. Child Indicators Research, 7(4), 805-820. https://doi.org/10.1007/s12187-013-9201-y

    The Impact of Self-Regulation on Preschool Mathematical Achievement. / Gawrilow, Caterina; Fäsche, Anika; Guderjahn, Lena; Gunzenhauser, Catherine; Merkt, Julia; Von Suchodoletz, Antje.

    In: Child Indicators Research, Vol. 7, No. 4, 01.01.2014, p. 805-820.

    Research output: Contribution to journalArticle

    Gawrilow, C, Fäsche, A, Guderjahn, L, Gunzenhauser, C, Merkt, J & Von Suchodoletz, A 2014, 'The Impact of Self-Regulation on Preschool Mathematical Achievement', Child Indicators Research, vol. 7, no. 4, pp. 805-820. https://doi.org/10.1007/s12187-013-9201-y
    Gawrilow C, Fäsche A, Guderjahn L, Gunzenhauser C, Merkt J, Von Suchodoletz A. The Impact of Self-Regulation on Preschool Mathematical Achievement. Child Indicators Research. 2014 Jan 1;7(4):805-820. https://doi.org/10.1007/s12187-013-9201-y
    Gawrilow, Caterina ; Fäsche, Anika ; Guderjahn, Lena ; Gunzenhauser, Catherine ; Merkt, Julia ; Von Suchodoletz, Antje. / The Impact of Self-Regulation on Preschool Mathematical Achievement. In: Child Indicators Research. 2014 ; Vol. 7, No. 4. pp. 805-820.
    @article{62180c9e6ae34995859c2132c51dde4e,
    title = "The Impact of Self-Regulation on Preschool Mathematical Achievement",
    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.",
    keywords = "ADHD, Delay, Early math skills, Preschool children, Self-regulation",
    author = "Caterina Gawrilow and Anika F{\"a}sche and Lena Guderjahn and Catherine Gunzenhauser and Julia Merkt and {Von Suchodoletz}, Antje",
    year = "2014",
    month = "1",
    day = "1",
    doi = "10.1007/s12187-013-9201-y",
    language = "English (US)",
    volume = "7",
    pages = "805--820",
    journal = "Child Indicators Research",
    issn = "1874-897X",
    publisher = "Springer Netherlands",
    number = "4",

    }

    TY - JOUR

    T1 - The Impact of Self-Regulation on Preschool Mathematical Achievement

    AU - Gawrilow, Caterina

    AU - Fäsche, Anika

    AU - Guderjahn, Lena

    AU - Gunzenhauser, Catherine

    AU - Merkt, Julia

    AU - Von Suchodoletz, Antje

    PY - 2014/1/1

    Y1 - 2014/1/1

    N2 - 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.

    AB - 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.

    KW - ADHD

    KW - Delay

    KW - Early math skills

    KW - Preschool children

    KW - Self-regulation

    UR - http://www.scopus.com/inward/record.url?scp=84915766734&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84915766734&partnerID=8YFLogxK

    U2 - 10.1007/s12187-013-9201-y

    DO - 10.1007/s12187-013-9201-y

    M3 - Article

    VL - 7

    SP - 805

    EP - 820

    JO - Child Indicators Research

    JF - Child Indicators Research

    SN - 1874-897X

    IS - 4

    ER -