Self-Regulation and School Readiness

Abstract

Research Findings-In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance.Practice or Policy-Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available.Recently, there has been a sharp increase in research concerning the role of emotion-related self-regulatory processes in children's school readiness and academic outcomes. Definitions of emotion-related self-regulation vary, but in general it refers to processes used to manage and change if, when, and how one experiences emotions and emotion-related motivational and physiological states and how emotions are expressed behaviorally (Eisenberg, Hofer, & Vaughan, 2007; see Table 1 for some key definitions). Emotion-related self-regulation includes regulatory processes that can be willfully controlled (although they are often in an automatic mode) when used to manage emotion-related processes. Of course, children's emotion can also be regulated by external factors such as parents' behaviors.Individual differences in emotion-related self-regulation are at least partly due to individual differences in temperament. According to Rothbart and Bates (2006), two major components of temperament are regulation and reactivity (i.e., responsiveness to change in the external and internal environment). At the core of temperamental regulation is the construct of effortful control (EC), defined as "the efficiency of executive attention-including the

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students

“…performance (Eisenberg, Valiente, & Eggum, 2010;Valiente, Swanson, & Lemery-Chalfant, 2012). Empathy has a direct influence on the students' interpersonal relationships (Immordino-Yang, 2011;Valiente, LemeryChalfant, & Swanson, 2010;Zorza, Marino, & Mesas, 2015), which improves their immersion in the classroom.…”

“…Furthermore, although the relation between EFs and helpfulness towards classmates and peer acceptance (Hay, Payne, & Chadwick, 2004) has been less studied, it is known that EFs do play an important role in self-control of behavior and emotional self-regulation (Blair & Diamond, 2008;Checa, Rodríguez-Bailón, & Rueda, 2008;Eisenberg, Valiente, & Eggum, 2010;Riggs et al, 2006;Rueda, Checa, & Rothbart, 2010). In early adolescence, students with a higher level of effortful control show greater empathy (Zorza, Marino, de Lemus, & Acosta, 2013) and are more likely to be accepted and chosen by peers (Checa et al, 2008).…”

Quality of Childcare Influences Children's Attentiveness and Emotional Regulation at School Entry

“…In this paper we conceptualize these skills as dimensions underlying 'self-regulation'. Children who display high levels of self-regulatory behaviour are considered better ready to be engaged in school 5,6 making it a valuable skill for early school success. The first five years of life is a significant period for the development of self-regulation 7 and is influenced by the relationships and interactions shared with important adults in a child's life.…”

“…With significant numbers of children aged 0-3 years attending formal childcare, the relationships formed and the interactions shared with non-parental carers (childcare providers) may be important influences on children's developing capacity to self-regulate. Childcare offers many challenges for children 6 including following directions from non-parental carers who may have different rules, routines and expectations from parents, and fewer opportunities for one-to-one interactions. 9,10 Consistent, positive interactions with familiar carers, particularly in the first three years of life, have been shown to generate secure attachment that influences children's self-regulation abilities.…”

Emotional Aspects of Learning and Teaching: Reviewing the Field − Discussing the Issues

“…The cognitive, emotional and motivational processes are in fact so intertwined that they cannot be changed or fostered independently . The emotion-related self-regulation therefore refers to monitoring and regulating the impact of emotions and motivational states on one's performance and parallels the regulation of cognition involved in the executive function dimension of metacognition (Eisenberg, 2010). Hugener et al (2009, p. 76) report that various teaching patterns have various effects on emotional and motivational learning quality (perceived by students) .…”