Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8–12: A Case–Control Study

Abstract

There are major inter-individual differences in the school achievements of students aged 8–12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.

Sex differences in self-regulation in early, middle and late adolescence: A large-scale cross-sectional study

“…The notion taken in the present paper is that sex differences in the pace at which self-regulation develops over the course of adolescence may contribute to these male-female differences in school performance. This is substantiated by the results of our earlier studies which have reported on the importance of self-regulation to academic achievement (e.g., [7], [18], [19]). For example, Baars et al [18], investigated the relation between self-regulation and academic achievement in 17-to 21-year olds.…”

“…Adolescents with poor selfregulation encounter more difficulties in concentrating at school and organising homework, and in developing stable and healthy friendships. They also show more behavioural problems than adolescents with higher levels of self-regulation (e.g., [5], [6], [7], [8], [9], [10]). Conversely, youth with higher levels of self-regulation appear to be better resistant to negative temptations and peer pressure (e.g., [5], [6], [8], [9], [11]).…”

“…In addition, they acquire the skills to plan future behaviour on the short and longer term, and to monitor and control thoughts, emotions and behaviour ( [1], [2], [3], [4]). Although all individuals grow in their self-regulation over the long period of adolescence ( [1], [2], [4], [5], [6], [7]), there are substantial individual differences in the pace at which this skill improves. Adolescents with poor selfregulation encounter more difficulties in concentrating at school and organising homework, and in developing stable and healthy friendships.…”

“…In the present study, we evaluate the self-reports of adolescents using the Amsterdam Executive Function Inventory. This measure has been used in several large-scale investigations in adolescents (e.g., [7], [18], [22], [41]). The AEFI is a measure which is similar to the widely used BRIEF (Behavior Rating Inventory of Executive Function; [33], [37], [42]).…”

“…Previous studies have also focused on other cognitive domains, such as impulse control ( [46]) in relation to sensation seeking or on emotional control (e.g., [47], [48]). Impulse control is an important aspect of executive functioning (see [2] and [49]), but it is a distinct skill from self-evaluation and self-regulation, which is the focus of our study and its predecessors ( [7], [18], [22], [41]).…”