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

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
Issue numberAPR
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

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