Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations

Abstract

This study evaluated the association between children's (N = 301) self-regulation and math and reading achievement in kindergarten, first grade, and second grade. Children's self-regulation was assessed using the Head-Toes-Knees-Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, first grade, and second grade. Research findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control-based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.

Parts of the Whole: Motor and Behavioral Skills in Self-Regulation and Schooling Outcomes

“…This pattern suggests that self-regulation and math skills codevelop and reinforce one another across the transition from kindergarten to the early primary grades, which is consistent with work from other samples over the same period of development (Kim, Duran, Cameron, & Grissmer, 2017). Furthermore, Hernández et al (2018) found that children who began school with relatively weak academic skills but had better self-regulation measured with the continuous performance task had higher reading and math achievement. Hernández et al's (2018) findings have implications for children who enter school academically at risk or behind their peers, because these appear to be the students who would benefit most from interventions and activities that target inhibitory control-based self-regulation.…”

“…Furthermore, Hernández et al (2018) found that children who began school with relatively weak academic skills but had better self-regulation measured with the continuous performance task had higher reading and math achievement. Hernández et al's (2018) findings have implications for children who enter school academically at risk or behind their peers, because these appear to be the students who would benefit most from interventions and activities that target inhibitory control-based self-regulation. Although school is an obvious place where children get practice in self-regulation, out-of-school time also matters and deserves more prominence as a context for development (Deutsch, Blyth, Kelley, Tolan, & Lerner, 2017).…”

“…In the first article, Hernández et al (2018) examine relations between self-regulation and academic achievement across two academic years from kindergarten to second grade. The authors used two well-known tasks to assess self-regulation: the Head-Toes-Knees-Shoulders task (Cameron Ponitz, McClelland, Matthews, & Morrison, 2009;McClelland et al, 2014), which primarily taps gross motor control via the EFs of cognitive flexibility, working memory, and inhibitory control; and a computerized continuous performance task (see Sulik et al, 2010) that primarily tapped inhibitory control or inhibition of impulsive responding.…”

“…In sum, and continuing our theme of thinking about child development as a complex story, we present four articles that spotlight characters that have not typically been the stars in research narratives explaining academic achievement. These four articles suggest the importance of precise and nuanced measurement within the single construct of self-regulation (Hernández et al, 2018), show how out-of-school time matters in addition to in-school time (Becker et al, 2018), suggest visuospatial skills and particularly VMI as deserving of more research attention (Sulik et al, 2018), and finally show the value of taking time to integrate the research in any given area so as to more efficiently highlight themes and point to future directions (Gagne & Nwadinobi, 2018).…”

Temperamental Constellations and School Readiness: A MultiVariate Approach

“…Here, regulation refers to effortful control, the complementary traits of attentional focusing and inhibitory control. These findings were not surprising, as the impact of a child’s regulatory abilities on school achievement has been well-documented (e.g., [ 4 , 9 , 96 ]).…”