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Complex Interference Control in Kindergarten and Concurrent and Later Academic Achievement
Stockholm University, Faculty of Social Sciences, Department of Psychology.
Department of clinical and developmental psychology, University of Michigan, MI, United States.
Department of clinical and developmental psychology, University of Michigan, MI, United States.
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Several studies have shown the important role of the self-regulatory skill interference control in early childhood for the development of good academic skills. However, few have investigated this relation longitudinally over the period spanning kindergarten through the late school age years. The present study investigated the contribution of complex interference control in kindergarten to concurrent and later academic achievement at age 10. In a sample of 213 kindergartners, complex interference control predicted later, but not concurrent, academic achievement (language, math). Complex interference control and early math achievement were the only significant predictors of later academic achievement. These results are in line with an increased demand throughout elementary school on the child to handle complex and conflicting information. The results also support the notion that there is a developmental lag between the acquisition of complex interference control skills and the ability to apply them in real-life settings.

Keyword [en]
self-regulation, interference control, academic achievement, attention focusing
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:su:diva-75444OAI: oai:DiVA.org:su-75444DiVA: diva2:516726
Available from: 2012-04-23 Created: 2012-04-19 Last updated: 2012-05-07Bibliographically approved
In thesis
1. Childhood Self-Regulation, Academic Achievement, and Occupational Attainment
Open this publication in new window or tab >>Childhood Self-Regulation, Academic Achievement, and Occupational Attainment
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The general aim of this thesis was to extend knowledge of the interplay between self-regulation (SR) skills during childhood in relation to academic achievement and later adult educational and occupational attainment.

Previous research has shown that cool SR (i.e., cognitive) is more closely linked to academic achievement than hot SR (i.e., motivational/emotional). However, studies investigating both cool and hot SR in relation to academic achievement have been restricted to young children. Therefore, Study I assessed cool and hot SR in relation to academic achievement over a longer time period. The results showed that cool SR at age 3 was related to achievement already at age 6. Hot SR at age 3 did not predict achievement until later on in elementary school.

Study II investigated the contribution of interference control and attention skills at age 6 to concurrent and later academic achievement at age 10. As the learning material becomes increasingly more complex throughout elementary school and teachers may give less support, interference control was expected to have a delayed effect on academic achievement relative to attention skills. Results showed that attention skills were related to academic achievement at age 6, whereas interference control only predicted academic achievement at age 10.

Study III investigated task persistence in young adolescence in relation to academic achievement later in school and educational and occupational attainment in midlife. Results showed that task persistence contributed to change in grades between ages 13 and 16. Further, task persistence predicted later educational and occupational attainment (men only). Importantly, individual differences in intelligence, motivation, social background, and later educational attainment did not account for these effects. The findings point to a fundamental role of self-regulation in childhood for successful academic achievement and later attainment in adulthood.

Place, publisher, year, edition, pages
Stockholm: Department of Psychology, Stockholm University, 2012. 75 p.
Keyword
Academic achievement, self-regulation, executive functions, school readiness, occupational attainment, educational attainment
National Category
Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:su:diva-75715 (URN)978-91-7447-493-0 (ISBN)
Public defence
2012-06-05, David Magnussonsalen (U31), hus 8, Frescati Hagväg 8, Stockholm, 10:00 (English)
Opponent
Supervisors
Note
At the time of doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 2: Manuscript.Available from: 2012-05-14 Created: 2012-04-25 Last updated: 2012-05-07Bibliographically approved

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