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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.
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]
Copyright of Educational Psychology Review is the property of Springer Nature 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: Psychology and Behavioral Sciences Collection
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  Data: Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Mar2024, Vol. 36 Issue 1, p1-38. 38p.
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  Data: 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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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature 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.)
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