Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2011 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? EC was positively related to social functioning, and social functioning was positively related to achievement, even with SES, age, and sex as covariates. → Valiente Carlos 2011
Evidence¶
Valiente Carlos 2011¶
Valiente Carlos, Eisenberg Nancy, Haugen Rg, Spinrad Tracy L., Hofer Claire, Liew Jeffrey, Kupfer Anne. (2011). Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning. Early Education and Development, 22(3), 411-433. https://doi.org/10.1080/10409289.2010.505259
q3 · i? · associational · r2
In the SEM (N=214), social competence and externalizing problems were combined into one latent social functioning variable because they were consistently negatively related and both related to achievement. Zero-order correlations were consistent with the requirements for mediation.
"EC was positively related to social functioning, and social functioning in turn was positively related to achievement, even when SES, age, and sex were used as covariates (i.e., as predictors of academic achievement)."
Discussion¶
Learner Variables¶
- Executive Function — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later — related
- The mediated EC-achievement model is not moderated by children's sex, age, or SES — related
- Directly assessed effortful control at 48 months predicts prekindergarten math but not reading, and not growth in either — related
- Executive function at 48 months positively predicts mathematics ability at prekindergarten, with effects persisting after cognitive covariate controls — related
- Combined teacher and parent report of effortful control predicts both prekindergarten math level and growth, persisting through the most stringent model — related
- Social competence is positively and externalizing problems negatively prospectively related to academic achievement — related
- Social functioning fully mediates the relation between early effortful control and later academic achievement — related
- Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample — related
- Latent EC at age 3 does not predict mathematics achievement, but EC at ages 3.75, 4.5, and 5.25 shows independent prospective links with mathematics — related
- The mediating role of executive functions remains significant when children's temperament and vocabulary are modeled as alternative mediators — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ec-social-functioning-path-covariates |
title |
Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex |
description |
Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — valiente-carlos-2011 |
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