Effortful control is associated with children's school functioning via learning-related behaviors

• Published in: Learning and individual differences 2018-04, Vol.63, p.78-88
• Main Authors: Sánchez-Pérez, Noelia, Fuentes, Luis J., Eisenberg, Nancy, González-Salinas, Carmen
• Format: Article
• Language: English
• Subjects: Academic achievement; Childhood; Effortful control; Elementary school; Learning-related behaviors; Social adaptation; Temperament
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2018.02.009

The goal of the current study was to identify factors that contribute to individual differences in school functioning. We proposed a model including direct effects of Effortful Control (EC) on Spanish 6- to 12-year olds' (N = 142) academic achievement and social adaptation at school, with these relations partially mediated by learning-related behaviors (LRBs). Parents rated children's EC; teachers reported children's LRBs and children' social adaptation in school; children' social preference was assessed through classmates' nominations. Children's academic achievement was measured through standard tests and grades. Analyses were run using structural equation models, controlling by gender, intelligence, age, socioeconomic status, and school. EC was positively and directly related to social adaptation in school. EC was also indirectly related to academic achievement and social adaptation through LRBs. The findings highlight the potential relevance of children's EC and LRBs for adjustment in elementary school. •A model tested direct and indirect effects of Effortful Control (EC) on school functioning.•The positive association EC-academic achievement was mediated by Learning-related behaviors.•Learning-related behaviors partially mediated the association between EC and social adaptation.•SEM models included gender, intelligence, age, and socioeconomic status as control variables.•The relevance of children's EC and LRBs for adjustment in elementary school is suggested.