Preschoolers' self-regulation and early mathematical skill differentials

verfasst von

Johanna Sophie Quis, Anika Bela, Guido Heineck

Abstract

We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development over the first two years of primary school using data from the German National Educational Panel Study (NEPS). Our results imply a positive association between self-regulation and mathematical competence levels, even when holding basic cognitive abilities constant. Self-regulation is, however, generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence and, to some extent, children with migration background benefit from self-regulation at the transition to primary school but not between grades 1 and 2.

Externe Organisation(en)

Leibniz-Institut für Bildungsverläufe e.V. (LIfBi)
Otto-Friedrich-Universität Bamberg

Typ

Artikel

Journal

Education Economics

Band

29

Seiten

173-193

Anzahl der Seiten

21

ISSN

0964-5292

Publikationsdatum

02.2021

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination, Volkswirtschaftslehre und Ökonometrie

Elektronische Version(en)

https://doi.org/10.1080/09645292.2020.1866498 (Zugang: Geschlossen)