Preschoolers' self-regulation and early mathematical skill differentials

authored by

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.

External Organisation(s)

Leibniz Institute for Educational Trajectories (LIfBi)
University of Bamberg

Type

Article

Journal

Education Economics

Volume

29

Pages

173-193

No. of pages

21

ISSN

0964-5292

Publication date

02.2021

Publication status

Published

Peer reviewed

Yes

ASJC Scopus subject areas

Education, Economics and Econometrics

Electronic version(s)

https://doi.org/10.1080/09645292.2020.1866498 (Access: Closed)