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EJ571175 TM521141
Title: Preschool Behavior and First-Grade School Achievement: The Mediational Role of Cognitive Self-Control.
Author(s): Normandeau, Sylvie; Guay, Frederic
Source: Journal of Educational Psychology, v90 n1 p111-21 Mar 1998
Publication Date: 1998
Notes: Research supported by grants from Le Fonds pour la Formation des Chercheurs et l'Aide a la Recherche and the Social Sciences Humanities Research Council of Canada.
Journal availability: American Psychological Assn., 750 1st St., NE, Washington, DC 20002-4242.
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR1999
A model of school achievement that included intellectual ability, preschool behavior,
and cognitive self-control was tested through structural equation modeling with
291 kindergarten
children. Children who were less aggressive or more prosocial
exerted better cognitive self-control over their school tasks, and cognitive self-control
was positively related to school
achievement at the end of the first grade.
(SLD)
Descriptors: *Academic Achievement; Aggression; Grade 1;
Intelligence; Kindergarten; *Kindergarten Children; Primary Education; Prosocial
Behavior; *Self Control; Structural Equation Models; *Student Behavior
