Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis.
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| Title: | Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis. |
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| Authors: | Geng, Zuofei (AUTHOR), Zeng, Bei (AUTHOR), Guo, Liping (AUTHOR) |
| Source: | Educational Psychology Review. Mar2024, Vol. 36 Issue 1, p1-38. 38p. |
| Abstract: | Self-regulation develops rapidly during early childhood and is essential for academic and social adjustment. However, previous research has attempted to define the conceptualization and structure of self-regulation differently, leaving the field with an incomplete picture. The nature of the relations between self-regulation and early child outcomes and the factors that affect these relations are not well understood. This meta-analysis synthesized results from 57 studies (109 effect sizes; total n = 15,760, age range = 36–96 months) to investigate the relations between the behavioral, cognitive, and emotional aspects of self-regulation and academic and social competence. We also examined the moderating effects of individual and study characteristics. Results showed that the behavioral and cognitive aspects of self-regulation were associated with math, language, and literacy performance, and all aspects of self-regulation were related to social competence, but with varied magnitude. Moderating effects were identified in several associations in which the self-regulation assessment approach was the most important moderator, with parent-report measures consistently producing smaller effect sizes. Overall, the findings support the multidimensionality of self-regulation and reveal differential relations between its components and child outcomes. The mechanism of these associations and the choice of self-regulation measures and approaches, and implications for research and professional practices, are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Self-regulation develops rapidly during early childhood and is essential for academic and social adjustment. However, previous research has attempted to define the conceptualization and structure of self-regulation differently, leaving the field with an incomplete picture. The nature of the relations between self-regulation and early child outcomes and the factors that affect these relations are not well understood. This meta-analysis synthesized results from 57 studies (109 effect sizes; total n = 15,760, age range = 36–96 months) to investigate the relations between the behavioral, cognitive, and emotional aspects of self-regulation and academic and social competence. We also examined the moderating effects of individual and study characteristics. Results showed that the behavioral and cognitive aspects of self-regulation were associated with math, language, and literacy performance, and all aspects of self-regulation were related to social competence, but with varied magnitude. Moderating effects were identified in several associations in which the self-regulation assessment approach was the most important moderator, with parent-report measures consistently producing smaller effect sizes. Overall, the findings support the multidimensionality of self-regulation and reveal differential relations between its components and child outcomes. The mechanism of these associations and the choice of self-regulation measures and approaches, and implications for research and professional practices, are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1040726X |
| DOI: | 10.1007/s10648-023-09840-3 |
