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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. 相似文献
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Maciel M. Hernández Nancy Eisenberg Carlos Valiente Tracy L. Spinrad Sarah K. Johns Rebecca H. Berger 《Early education and development》2018,29(7):914-938
ABSTRACTThis study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd 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, 1st grade, and 2nd 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 or Policy: 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. 相似文献
75.
First, third, and fifth graders' ( N = 201) reactions to 2 types of and (direct help [answers] and indirect help [hints]) commonly used by helpers to assist children were examined. The children were randomly assigned to receive either direct or indirect help on a task, and then were asked to try a similar task immediately and again a few days later. Direct help was expected to elicit dependency, whereas indirect help was expected to elicit independent reactions. Age and/or sociocognitive level were predicted to moderate the effects of help. Direct help resulted in feelings of threat, low perceived control, and high dependency help-seeking for girls, but not for boys. Boys who received indirect help and understood the notion of consistency of personality requested less dependent help than did boys with less of this sociocognitive skill. Moreover, children high in the understanding of consistency of personality were more autonomous (i.e., helped themselves more) in the indirect than in the direct help condition. 相似文献
76.
A study of student attributes and achievements in previous Open University courses was undertaken to find out what affect they had on the drop‐out rate and achievements on a project work course. A special case of multidimensional analysis called partial order scalogram analysis has been employed in this research.
The main aim of the study was to help the staff when advising prospective students (of various drop‐out risks) and to distinguish between students requiring different levels of assistance on the course.
The findings, based on a sample of 445 students from 1982–;88, indicate that particular attributes such as occupation affect the drop‐out rate, while achievement in the project course appears to be influenced by the students’ performance in some previous courses. 相似文献
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Pollution control strategies currently in use by electric power systems are reviewed and a new minimum emission dispatch (MED) method is developed. This new method minimizes overall emission levels at an increased cost in large-scale power systems while simultaneously accommodating local pollution level requirements, as well as economic constraints. 相似文献
79.
Linda Schamber Michael B. Eisenberg Michael S. Nilan 《Information processing & management》1990,26(6)
Although relevance judgments are fundamental to the design and evaluation of all information retrieval systems, information scientists have not reached a consensus in defining the central concept of relevance. In this paper we ask two questions: What is the meaning of relevance? and What role does relevance play in information behavior? We attempt to address these questions by reviewing literature over the last 30 years that presents various views of relevance as topical, user-oriented, multidimensional, cognitive, and dynamic. We then discuss traditional assumptions on which most research in the field has been based and begin building a case for an approach to the problem of definition based on alternative assumptions. The dynamic, situational approach we suggest views the user — regardless of system — as the central and active determinant of the dimensions of relevance. We believe that relevance is a multidimensional concept; that it is dependent on both internal (cognitive) and external (situational) factors; that it is based on a dynamic human judgment process; and that it is a complex but systematic and measurable phenomenon. 相似文献
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