Abstract:The general aim of this thesis was to extend knowledge of the interplay between self-regulation (SR) skills during childhood in relation to academic achievement and later adult educational and occupational attainment.Previous research has shown that cool SR (i.e., cognitive) is more closely linked to academic achievement than hot SR (i.e., motivational/emotional). However, studies investigating both cool and hot SR in relation to academic achievement have been restricted to young children. Therefore, Study I a… Show more
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