Poster #17 - Cognitive Regulation Outdoes Behavior Regulation in Predicting Both Learning and State Standardized Test Scores Over Time

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-5 - Epistemic and Generative Interventions Promoting Learning Outcomes

Abstract

Although individual differences in self-regulation has increasingly been a topic of empirical research, there has been little investigation of direct comparison between cognitive regulatory and behavior regulatory skills predicting education outcomes, especially over time. We examined two kinds of self-regulation – cognitive regulation and behavior regulation – as predictors of individual differences in middle-school students’ learning and academic performance over time. In a study spanning two years (n = 127), behavior regulation predicted state standardized test scores in the first year, however, after two years, cognitive regulation, not behavior regulation, predicting state standardized test scores in both Math and English over time. We discuss interactions, mediation through structural equation modeling, and suggest that there are differing roles of regulation in education.

Authors

• Anahid S. Modrek, University of California - San Diego

• Gerardo Ramirez, University of California - Los Angeles