From Early Childhood to Adolescence: Does Early Self-Regulation Predict Secondary School Adjustment via Adaptability?

• In Event: Factors Contributing to School Belonging and Adjustment in Ethnically Diverse Schools

Abstract

This paper examines the role of executive functions (EF) and self-regulation (SR) for adaption during an important transition in child to adolescent development—transiting from primary to secondary school—by examining whether EF/SR in primary school predicts adjustment to secondary school via adaptability. At the same time, it seeks to contribute to current understanding on longitudinal influences of different facets of early EF/SR on later EF/SR and outcomes. Longitudinal data from start of primary school, end of primary school and first year of secondary is examined using path analysis and multiple facets of EF/SR. In partial alignment with expectations, we found EF/SR in late primary school predicted school adjustment indirectly via higher adaptability, but only for students’ self-reported EF/SR difficulties.

Authors

• Kiat Hui Khng, National Institute of Education - Nanyang Technological University

• Shawn Thong Sheng Lim, National Institute of Education - Nanyang Technological University

• Fang Rui Ashley Chua, National Institute of Education - Nanyang Technological University

• Monika Balaya, National Institute of Education - Nanyang Technological University

• Kenneth Poon, Nanyang Technological University - National Institute of Education