Self-Regulation and School Readiness.
Self-Regulation and School Readiness.
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DOI：
10.1080/10409289.2010.497451
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发表时间：
2010-09-01
影响因子：
2.9
通讯作者：
Eggum ND
中科院分区：
文献类型：
--
作者：
Eisenberg N;Valiente C;Eggum ND
本文回顾了自我调节及其倾向性基质--努力控制与学校成功相关变量的关系研究。首先，我们提出了一个概念模型，其中自我调节/努力控制和学业成绩之间的关系是介导的低失调和高质量的关系，与同龄人和教师，以及学校的参与。然后，我们回顾研究表明，努力控制和相关技能确实与适应不良，社会技能，与教师和同龄人的关系，学校参与，以及学业成绩。初步的研究结果是一致的，认为参与努力控制的自我调节能力与上述变量，目前只有有限的证据，介导的关系。
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. 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.
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影响因子：
4.6
作者：
Eisenberg, N;Spinrad, TL;Thompson, M
通讯作者：
Thompson, M
影响因子：
4.6
作者：
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通讯作者：
Reed, MA
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4
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Eisenberg, N;Sadovsky, A;Shepard, SA
通讯作者：
Shepard, SA
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作者：
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通讯作者：
PINUELAS, A
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4.6
作者：
Eisenberg, N;Zhou, Q;Liew, J
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