The mediated EC-achievement model is not moderated by children's sex, age, or SES¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Multiple-group model comparisons found no evidence that parameter estimates varied for children low versus high in SES, and Box's M tests were nonsignificant for sex and age. → 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

Moderation tests in the longitudinal SEM sample: Box's M for SES was significant, F(66, 20,290)=1.64, p<.001, but follow-up multiple-group models comparing chi-square by freeing and releasing paths found "no evidence that the parameter estimates varied for children low versus high in SES."

"However, the nonsignificant Box's Ms indicated that sex and age did not moderate the pattern of findings, Fs(91, 18,967 and 91, 13,975)=1.19 and .830, respectively, ns."

Discussion¶

Learner Variables¶

• Executive Function — predictor: learners who differ on it differ in outcomes
• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex — related
• Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample — related
• Social functioning fully mediates the relation between early effortful control and later academic achievement — related
• Exploratory moderation analyses found no significant moderators (age, gender, SES, baseline self-control, baseline life events) of the life events–self-control relation — related
• The mediating role of executive functions remains significant when children's temperament and vocabulary are modeled as alternative mediators — related
• Children's executive functions at 54 months partly account for the association between mothers' early autonomy support and achievement in elementary and high school — related