Prediction of children's academic competence from their effortful control, relationships, and classroom participation.

Carlos Valiente, Kathryn Lemery‐Chalfant, Jodi Swanson, Mark Reiser

2008-01-01articleJournal of Educational Psychology431 citationsgreen

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Education, Achievement, and Giftedness

Abstract

The authors examined the relations among children's effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children's effortful control, and teachers and children reported on children's school relationships and classroom participation. Children's grade point averages (GPAs) and absences were obtained from school-issued report cards. Significant positive correlations existed between effortful control, school relationships, classroom participation, and academic competence. Consistent with expectations, the teacher-child relationship, social competence, and classroom participation partially mediated the relation between effortful control and change in GPA from the beginning to the end of the school year. The teacher-child relationship and classroom participation also partially mediated the relation between effortful control and change in school absences across the year.

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