Effortful control positively predicts academic achievement and schooling skills in twelve-year-old children¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r1–r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Effortful control correlates positively with average grades (r = .56), math grades (r = .38), and literacy grades (r = .52). → Checa 2011 q3 i3 Effortful control correlates positively with student-role understanding (r = .44), sociability (r = .40), and average schooling skills (r = .42). → Checa 2011 (2) q3 i? Effortful control remains a significant predictor of average grades and literacy grades after controlling for intelligence in regression analyses. → Checa 2011 (3)

Evidence¶

Checa 2011¶

Checa, P., & Rueda, M. R. (2011). Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood. Developmental Neuropsychology. https://doi.org/10.1080/87565641.2011.591857

q3 · i3 · associational · r1

Pearson correlations in a study of 37 twelve-year-olds from Granada, Spain, using the parent-report EATQ-R effortful control measure and school board grades. The study reports EC "positively related to average of all grades" with r = .56 for overall grades.

"The EC was positively related to average of all grades and grades in mathematics and literacy ( r = .56; p < .01; r = .38; p < .05 and r = .52; p < .01, respectively)."

Checa 2011 (2)¶

Checa, P., & Rueda, M. R. (2011). Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood. Developmental Neuropsychology. https://doi.org/10.1080/87565641.2011.591857

q3 · i3 · associational · r1

Correlations between parent-reported effortful control and self-reported schooling skills (Health Resources Inventory) in the same sample of 37 children. The study reports "a positive correlation with the school skills" across three measures.

"Moreover, EC showed a positive correlation with the school skills of (1) Student-role Understanding ( r = .44; p < .01); (2) Sociability ( r = .40; p < .05); and (3) the average of all schooling skills ( r = .42; p < .05)."

Checa 2011 (3)¶

Checa, P., & Rueda, M. R. (2011). Behavioral and Brain Measures of Executive Attention and School Competence in Late Childhood. Developmental Neuropsychology. https://doi.org/10.1080/87565641.2011.591857

q3 · i? · associational · r2

Stepwise multiple regression analyses with intelligence subscales entered first, followed by EC and IS measures. The study reports that "EC remained significant after controlling by intelligence" for average grades and literacy.

"Results showed that EC and ISRT were significant predictors of the average of all grades and the EC remained significant after controlling by intelligence (see Table 1)."

Discussion¶

Learner Variables¶

• Executive Function — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Interference suppression, but not response inhibition, relates to academic achievement and schooling skills — related
• Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later — related
• Smaller response-time differences between incongruent and congruent trials (better inhibition) correlate with higher mathematics scores — related