Effects of Academic Self-Regulatory Behaviors and Attention Difficulties on Reading Achievement of First-Grade Students.
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| Title: | Effects of Academic Self-Regulatory Behaviors and Attention Difficulties on Reading Achievement of First-Grade Students. |
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| Authors: | Lawrence, Obi Bryan1 (AUTHOR), Chang, Mido1 (AUTHOR) midchang@fiu.edu, Lawrence, Al B.1 (AUTHOR) |
| Source: | Education Sciences. Jan2026, Vol. 16 Issue 1, p42. 22p. |
| Subject Terms: | *First grade (Education), *Emergent literacy, *Attention-deficit hyperactivity disorder, *Reading level of students, *Emotion regulation, Sociodemographic factors, Structural equation modeling |
| Abstract: | A growing body of research shows that students' self-regulatory behaviors are positively associated with reading achievement, whereas attention difficulties are negatively related. However, these factors have typically been examined separately. This study addresses this gap by simultaneously analyzing self-regulation and attention difficulties, as well as their interactions with sociodemographic characteristics, thereby offering a more comprehensive understanding of early reading development. Using nationally representative data from approximately 18,000 first-grade students in the Early Childhood Longitudinal Study (ECLS-K:2011), we employed structural equation modeling to examine how self-regulatory behaviors and attention difficulties mediate the relationship between reading achievement and attention difficulties. Findings indicated that the direct and mediating effects of self-regulation and attention difficulties differed across sociodemographic groups. Attention difficulties emerged as the stronger mediator of reading achievement compared to self-regulation. These results underscore the importance of supporting self-regulatory skills in the early elementary grades to manage attention difficulties and improve reading performance. This study is among the first to integrate sociodemographic factors with self-regulation and attention in predicting reading outcomes, providing a foundation for more targeted early interventions. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191261160 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effects of Academic Self-Regulatory Behaviors and Attention Difficulties on Reading Achievement of First-Grade Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lawrence%2C+Obi+Bryan%22">Lawrence, Obi Bryan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chang%2C+Mido%22">Chang, Mido</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> midchang@fiu.edu</i><br /><searchLink fieldCode="AR" term="%22Lawrence%2C+Al+B%2E%22">Lawrence, Al B.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jan2026, Vol. 16 Issue 1, p42. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22First+grade+%28Education%29%22">First grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Sociodemographic+factors%22">Sociodemographic factors</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A growing body of research shows that students' self-regulatory behaviors are positively associated with reading achievement, whereas attention difficulties are negatively related. However, these factors have typically been examined separately. This study addresses this gap by simultaneously analyzing self-regulation and attention difficulties, as well as their interactions with sociodemographic characteristics, thereby offering a more comprehensive understanding of early reading development. Using nationally representative data from approximately 18,000 first-grade students in the Early Childhood Longitudinal Study (ECLS-K:2011), we employed structural equation modeling to examine how self-regulatory behaviors and attention difficulties mediate the relationship between reading achievement and attention difficulties. Findings indicated that the direct and mediating effects of self-regulation and attention difficulties differed across sociodemographic groups. Attention difficulties emerged as the stronger mediator of reading achievement compared to self-regulation. These results underscore the importance of supporting self-regulatory skills in the early elementary grades to manage attention difficulties and improve reading performance. This study is among the first to integrate sociodemographic factors with self-regulation and attention in predicting reading outcomes, providing a foundation for more targeted early interventions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191261160 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci16010042 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 42 Subjects: – SubjectFull: First grade (Education) Type: general – SubjectFull: Emergent literacy Type: general – SubjectFull: Attention-deficit hyperactivity disorder Type: general – SubjectFull: Reading level of students Type: general – SubjectFull: Emotion regulation Type: general – SubjectFull: Sociodemographic factors Type: general – SubjectFull: Structural equation modeling Type: general Titles: – TitleFull: Effects of Academic Self-Regulatory Behaviors and Attention Difficulties on Reading Achievement of First-Grade Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lawrence, Obi Bryan – PersonEntity: Name: NameFull: Chang, Mido – PersonEntity: Name: NameFull: Lawrence, Al B. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 16 – Type: issue Value: 1 Titles: – TitleFull: Education Sciences Type: main |
| ResultId | 1 |
