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

Marleen A. J. van Tetering*, Renate H. M. de Groot, Jelle Jolles

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

5 Citations (Web of Science)

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.

Original languageEnglish
Article number438
Number of pages12
JournalFrontiers in Psychology
Volume9
DOIs
Publication statusPublished - 4 Apr 2018

Keywords

  • self-regulation
  • school achievement
  • late childhood
  • early adolescence
  • parental education
  • executive functions
  • EXECUTIVE FUNCTION
  • WORKING-MEMORY
  • INDIVIDUAL-DIFFERENCES
  • READING-COMPREHENSION
  • SOCIOECONOMIC-STATUS
  • BRAIN-DEVELOPMENT
  • DECISION-MAKING
  • CHILDREN
  • MATHEMATICS
  • ADOLESCENCE

Cite this