Preschool Behavioral Self-Regulation and Cognitive Competencies as Predictors for School Achievement

• In Event: 66.080 - Roundtable Session 26
  In Roundtable Session: 66.080-15 - External Influences on Early Social-Emotional Development

Abstract

The aim of this study was to investigate if considering preschooler’s behavioral self-regulation and cognitive competencies improves the prediction of later school success, compared to considering only single fields of competence. We investigated 116 children (49 girls, 67 boys) one year before school entry (t1) and at the end of the first year of school (t2). At t1, we administered nonverbal intelligence, working memory, numerical skills, phonological awareness, and behavioral self-regulation measures. At t2, we investigated their reading, writing and math skills. Our results show that it is not sufficient to consider only self-regulation when it comes to school success. They indicate that cognitive competencies (phonological awareness and number skills) should primarily be incorporated into school readiness programs.

Authors

• Jeanette Piekny, University of Hildesheim

• Dietmar Grube, University of Oldenburg

• Claudia Mähler, University of Hildesheim