Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.

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Examining the Relations Between Self-Regulation and Achievement in Third-Grade Students

Assessment for Effective Intervention ◽

10.1177/1534508416670367 ◽

2016 ◽

Vol 42 (2) ◽

pp. 97-109 ◽

Cited By ~ 2

Author(s):

Stephanie L. Day ◽

Carol McDonald Connor

Keyword(s):

Academic Achievement ◽

Working Memory ◽

Inhibitory Control ◽

Hierarchical Linear Modeling ◽

Self Regulation ◽

Scoring Systems ◽

Third Grade ◽

Linear Modeling ◽

Third Grade Students ◽

Study Results

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children’s self-regulation skills.

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Relations Among Multiple Types of Peer Victimization, Reactivity to Peer Victimization, and Academic Achievement in Fifth-Grade Boys and Girls

Merrill-Palmer Quarterly ◽

10.13110/merrpalmquar1982.60.3.0302 ◽

2014 ◽

Vol 60 (3) ◽

pp. 302 ◽

Cited By ~ 12

Author(s):

Michael T. Morrow ◽

Julie A. Hubbard ◽

Lauren E. Swift

Keyword(s):

Academic Achievement ◽

Peer Victimization ◽

Fifth Grade

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Higher education amid COVID-19 pandemic: contributions from resilience, positive orientation and grit

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-05-2021-0189 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Afsaneh Ghanizadeh

Keyword(s):

Academic Achievement ◽

University Students ◽

Structural Equation ◽

Online Survey ◽

Self Regulation ◽

Academic Resilience ◽

Equation Modeling ◽

Positive Orientation ◽

Major Purpose ◽

Content Type

PurposeThe major purpose of the present study is to investigate the contribution of academic resilience in accounting for two motivational and attitudinal constructs ? Grit and positive orientation and also probe the predictive power of all these constructs in academic achievement of university students in the midst of the pandemic COVID-19.Design/methodology/approach521 university students participated in an online survey. To measure academic resilience, a scale designed and validated by Kim and Kim (2016) comprising 26 items was employed. The scale contains five sub-factors: perceived happiness, empathy, sociability, persistence and self-regulation. Grit was assessed via an 8-item scale comprising two facets: perseverance of effort (PE) and consistency of interest (CI). It was designed by Duckworth and Gross (2014). Positive orientation was determined through positivity scale developed by Caprara et al. (2010), consisting of eight items.FindingsThe results of structural equation modeling (SEM) revealed that resilience positively and significantly predicted both grit (β = 0.56, t = 6.41) and positive orientation (β = 0.54, t = 6.35). Resilience also predicted academic achievement directly (β = 0.71, t = 9.12) and indirectly via its impact on grit and positive orientation. It was also found that positive orientation and grit are positively and highly associated (β = 0.77, t = 9.28).Originality/valueThe pandemic COVID-19 brought about substantial changes in university students' education and their overall life style. Many university students around the globe experienced virtual education. Balancing personal and academic roles in these unprecedented conditions seems to be a tough challenge for every university student.

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