Cognitive Regulation Outdoes Behavior Regulation in Predicting State Standardized Test Scores over Time
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| Title: | Cognitive Regulation Outdoes Behavior Regulation in Predicting State Standardized Test Scores over Time |
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| Language: | English |
| Authors: | Modrek, Anahid S., Ramirez, Gerardo |
| Source: | Metacognition and Learning. Apr 2021 16(1):113-134. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Self Control, Metacognition, Predictor Variables, Academic Achievement, Individual Differences, Standardized Tests, Scores, Mathematics, English |
| DOI: | 10.1007/s11409-020-09242-8 |
| ISSN: | 1556-1623 |
| Abstract: | Individual differences in self-regulation have been a topic of increased empirical research. However, few investigations have been conducted on how sub-components of self-regulation differentially predict education outcomes over time. We examined cognitive and behavior regulation as predictors of middle-school students' (n = 127) long-term academic achievement. It has been previously reported that behavior regulation, not cognitive regulation, predicts state standardized test scores in the first year (Modrek et al. 2019). However, here we show that after two years, this pattern flips in that cognitive regulation, not behavior regulation, predicts state standardized test scores for both math and English. We analyzed the mediating role of learning using structural equation modeling, suggesting the differing roles of self-regulation in education where certain facets may or may not affect students' long-term outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1289454 |
| Database: | ERIC |
| Abstract: | Individual differences in self-regulation have been a topic of increased empirical research. However, few investigations have been conducted on how sub-components of self-regulation differentially predict education outcomes over time. We examined cognitive and behavior regulation as predictors of middle-school students' (n = 127) long-term academic achievement. It has been previously reported that behavior regulation, not cognitive regulation, predicts state standardized test scores in the first year (Modrek et al. 2019). However, here we show that after two years, this pattern flips in that cognitive regulation, not behavior regulation, predicts state standardized test scores for both math and English. We analyzed the mediating role of learning using structural equation modeling, suggesting the differing roles of self-regulation in education where certain facets may or may not affect students' long-term outcomes. |
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| ISSN: | 1556-1623 |
| DOI: | 10.1007/s11409-020-09242-8 |
