Preschool Behavior and First-Grade School Achievement: The Mediational Role of Cognitive Self-Control.

Normandeau, Sylvie; Guay, Frederic

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Peer reviewed

ERIC Number: EJ571175

Record Type: CIJE

Publication Date: 1998

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Preschool Behavior and First-Grade School Achievement: The Mediational Role of Cognitive Self-Control.

Normandeau, Sylvie; Guay, Frederic

Journal of Educational Psychology, v90 n1 p111-21 Mar 1998

A model of school achievement that included intellectual ability, preschool behavior, and cognitive self-control was tested through structural equation modeling with 291 kindergarten children. Children who were less aggressive or more prosocial exerted better cognitive self-control over their school tasks, and cognitive self-control was positively related to school achievement at the end of the first grade. (SLD)

Descriptors: Academic Achievement, Aggression, Grade 1, Intelligence, Kindergarten, Kindergarten Children, Primary Education, Prosocial Behavior, Self Control, Structural Equation Models, Student Behavior

Publication Type: Journal Articles; Reports - Research

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Language: English

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Note: Research supported by grants from Le Fonds pour la Formation des Chercheurs et l'Aide a la Recherche and the Social Sciences Humanities Research Council of Canada. Journal availability: American Psychological Assn., 750 1st St., NE, Washington, DC 20002-4242.