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Self-regulation in elementary school: Do teacher-reported effortful control and directly assessed executive function

Emily M Weiss¹

¹Department of Psychology, Fordham University.

Developmental Psychology

|October 23, 2023

Summary

This summary is machine-generated.

Self-regulation, encompassing effortful control (EC) and executive function (EF), is crucial for elementary school success. This study found no systematic developmental link between EC and EF in children from second to fifth grade.

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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

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Published on: June 12, 2017

Area of Science:

Child Development
Developmental Psychology
Educational Psychology

Background:

Self-regulation (SR) is a key developmental task in early childhood, vital for elementary school success.
SR is often viewed as effortful control (EC) from temperament research and executive function (EF) from cognitive development research.
The intertwined development of EC and EF throughout elementary school, and alignment between teacher ratings and performance tasks, remains unclear.

Purpose of the Study:

To examine the co-development of effortful control (EC) and executive function (EF) in children.
To investigate the relationship between teacher-assessed EC and performance-assessed EF.
To analyze intraindividual trajectories of change in SR from second to fifth grade.

Main Methods:

Longitudinal analysis of a national sample (N=8,742) from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011.
Application of parallel-process latent growth curve modeling and multidimensional growth mixture models.
Examination of self-regulation (SR) development between second and fifth grade.

Main Results:

The study did not find evidence of a systematic codevelopmental relationship between effortful control (EC) and executive function (EF).
Intraindividual processes did not reveal a consistent link between the development of EC and EF.
Discrepancies may exist between teacher behavioral observations and performance-based assessments of these constructs.

Conclusions:

The findings suggest that effortful control (EC) and executive function (EF) may develop independently throughout elementary school.
Theoretical models of self-regulation (SR) may need refinement to account for distinct developmental pathways of EC and EF.
Further research is needed to understand the interplay between different facets of SR and their assessment methods.