Please use this identifier to cite or link to this item:
https://ruomo.lib.uom.gr/handle/7000/1790
Title: | The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors |
Authors: | Sofologi, Maria Koulouri, Sofia Ntinou, Magda Katsadima, Effie Papantoniou, Aphrodite Staikopoulos, Konstantinos Varsamis, Panagiotis Zaragas, Harilaos Moraitou, Despina Papantoniou, Georgia |
Type: | Article |
Subjects: | FRASCATI::Social sciences::Psychology::Psychology, special (including: therapy for learning, speech, hearing, visual and other physical and mental disabilities) FRASCATI::Social sciences::Educational sciences::Education, special (including:to gifted persons, those with learning disabilities) |
Keywords: | Academic Achievement Effortful Control Learning-Related Behaviors Metacognitive Control Self-Regulation |
Issue Date: | Aug-2022 |
Source: | Journal of Behavioral and Brain Science |
Volume: | 12 |
Issue: | 08 |
First Page: | 380 |
Last Page: | 399 |
Abstract: | Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention, which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes. |
URI: | https://doi.org/10.4236/jbbs.2022.128022 https://ruomo.lib.uom.gr/handle/7000/1790 |
ISSN: | 2160-5866 2160-5874 |
Other Identifiers: | 10.4236/jbbs.2022.128022 |
Appears in Collections: | Department of Educational & Social Policy |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
jbbs_2022081216095964.pdf | Open Access Document | 703,21 kB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License