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Cited by 431Early Childhood Education and DevelopmentEducation, Achievement, and GiftednessChild and Adolescent Psychosocial and Emotional Development

Prediction of children's academic competence from their effortful control, relationships, and classroom participation.

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Valiente, Carlos, Lemery-Chalfant, Kathryn, Swanson, Jodi, Reiser, Mark·2008·Journal of Educational Psychology
DOI 10.1037/0022-0663.100.1.67PMC PMC3014585
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Abstract

The authors examined the relations among children's effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children's effortful control, and teachers and children reported on children's school relationships and classroom participation. Children's grade point averages (GPAs) and absences were obtained from school-issued report cards. Significant positive correlations existed between effortful control, school relationships, classroom participation, and academic competence. Consistent with expectations, the teacher-child relationship, social competence, and classroom participation partially mediated the relation between effortful control and change in GPA from the beginning to the end of the school year. The teacher-child relationship and classroom participation also partially mediated the relation between effortful control and change in school absences across the year.

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  • Children with more emotionally negative, less well-regulated profiles performed less well academically from fall to spring of the school year than more emotionally well-regulated counterparts, with compromised teacher relationships as a likely mediating mechanism.

    “Children with more emotionally negative, less well-regulated profiles performed less well academically from fall to spring of the school year than did their more emotionally well-regulated counterparts, with more emotionally negative compromised relationships with their teachers as one likely, empirically supported mediating mechanism”

    From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Valiente et al. 2008

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Cited by

Sorted by citations

Authors
Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M.
Affiliations
Arizona State University (US)
ORCID
Valiente, Carlos
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2008
Volume
100
Issue
1
Pages
67-77
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.100.1.67
PMC
PMC3014585
OpenAlex
W1973269388
Cited by
431
References
7
Citations by year
2026: 6 · 2025: 13 · 2024: 16 · 2023: 18 · 2022: 21 · 2021: 17 · 2020: 22 · 2019: 31 · 2018: 37 · 2017: 31 · 2016: 27 · 2015: 31 · 2014: 37 · 2013: 26 · 2012: 28
FWCI
101.35
Type
journal article
Language
en
Open access
Locations
  • Journal of Educational Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • Arizona State University
  • National Science Foundation (BCS-0546096)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
effortful control, academic competence, school relationships, student participation, teacher-child relationship, social competence, school absenteeism, grade point average, mediation, children, executive function

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