Carissa Analise Cerda|Myung Hee Im|Jan N. Hughes
Learning-related skills and academic achievement in academically at-risk first graders
Texas A&M University|Texas A&M University|Texas A&M University
using academically atrisk ethnically diverse sample 744 firstgrade children study tested multimethod ie child performance measures teacher ratings peer ratings measurement model learningrelated skills ie effortful control ec behavioral selfregulation bsr social competence sc shared unique contributions childrens reading math achievement effect demographic variables hypothesized correlated factor measurement model demonstrated relatively good fit bsr sc correlated highly one another moderately ec entered separate regression equations ec bsr predicted childrens reading math achievement sc predicted reading achievement considered simultaneously neither ec bsr sc contributed independently reading achievement however ec direct effect math achievement indirect effect reading achievement via bsr sc implications research early intervention efforts discussed