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Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children
Abstract
The primary purpose of the present study was to better understand the roles of motivation and self-regulated task behavior for early school achievement differences among young, economically at-risk and not-at-risk children. Of the at-risk participants, 43 were 5-6-year-olds and 42 were 7-8-year-olds. Of the not-at-risk participants, 21 were 6-year-olds, and 21 were 8-year-olds. Results of the study showed that child-and-teacher-reported motivation levels were comparable among the at-risk and the not-at-risk children. However, the at-risk children showed poorer abilities to regulate their task attention than the not-at-risk children did. In addition, younger at-risk children's achievement scores were predicted by their levels of attention-regulation abilities. Results are discussed in relation to the importance of at-risk children's attention-regulation skills.
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Metadata
- Authors
- Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D.
- Venue
- The Journal of Experimental Education
- Publisher
- Informa UK Limited
- Published
- 2003-01
- Volume
- 71
- Issue
- 2
- Pages
- 151-174
- ISSN
- 0022-0973 (ISSN-L)
- 1940-0683
- OpenAlex
- W2082274953
- Cited by
- 305
- References
- 0
- FWCI
- 19.34
- Type
- journal article
- Language
- en
- Open access
- closed
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