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The Relationship of Effortful Control to Academic Achievement via Children’s learning-related behaviors

Journal of Behavioral and Brain Science 2022年第8期12卷 380-399页

作者： Maria Sofologi Sofia Koulouri Magda Ntinou Effie Katsadima Aphrodite Papantoniou Konstantinos Staikopoulos Panagiotis Varsamis Harilaos Zaragkas Despina Moraitou Georgia Papantoniou Psychology Laboratory Department of Early Childhood Education School of Education University of Ioannina Ioannina Greece Institute of Humanities and Social Sciences University Research Centre of Ioannina (U.R.C.I.) Ioannina Greece Department of Early Childhood Education University of Ioannina Greece Department of Educational and Social Policy University of Macedonia Greece Laboratory of Psychology Section of Experimental and Cognitive Psychology School of Psychology Aristotle University of Thessaloniki Thessaloniki Greece Laboratory of Neurodegenerative Diseases Center for Interdisciplinary Research and Innovation (CIRI-AUTH) Balkan Center Buildings A & B Aristotle University of Thessaloniki Thessaloniki Greece

Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.

关键词： Academic Achievement Effortful Control learning-related behaviors Metacognitive Control Self-Regulation

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