Social functioning fully mediates the relation between early effortful control and later academic achievement¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2011 · checked against its sources 2026-10-18 (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? T2 social functioning (social competence and externalizing problems as one latent variable) fully mediated the T1 EC to T3 achievement relation in a structural equation model. → 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
Structural equation modeling with full information maximum likelihood in MPlus (N=214) tested mediation; the confidence-interval method of MacKinnon and colleagues was used, with confidence intervals of 0.37 and 2.29 supporting mediation. The model fit the data well, χ2(59)=76.27, p<.09, CFI=.97, RMSEA=.04.
"Children's T2 social functioning fully mediated the relation between T1 EC and T3 academic achievement in a structural equation model."
Discussion¶
Learner Variables¶
- Executive Function — predictor: learners who differ on it differ in outcomes
- Social Awareness and Relationship Skills — 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
- Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample — related
- Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex — related
- Social competence is positively and externalizing problems negatively prospectively related to academic achievement — related
- The mediated EC-achievement model is not moderated by children's sex, age, or SES — 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
- Students' emotional experience predicts later academic achievement, while relationship quality does not — 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 |
social-functioning-fully-mediate-ec-achievement |
title |
Social functioning fully mediates the relation between early effortful control and later academic achievement |
description |
Social functioning fully mediates the relation between early effortful control and later academic achievement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
source_checked |
2026-10-18 |
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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