Jeffrey Liew|Erin M. McTigue|Lisa K. Barrois|Jan N. Hughes
Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders
Texas A&M University|Texas A&M University|Texas A&M University|Texas A&M University
linkages selfregulatory processes achievement examined across 3 years 733 children beginning 1st grade 657 years sd 39 1st grade identified lower achieving literacy accounting consistencies measures 1 year prior influences childs age gender iq ethnicity economic adversity achievement results indicate adaptiveeffortful control 1st grade contributed academic selfefficacy beliefs 2nd grade reading math achievement 3rd grade although academic selfefficacy partially mediate linkage adaptiveeffortful control achievement academic selfefficacy beliefs positively correlated reading math results support notion early efforts promote childrens selfregulatory skills would enhance future academic selfbeliefs achievement particularly literacy