Journal article
The relationship between executive functioning and self‐regulated learning in Australian children
British Journal of Developmental Psychology, Vol.39(4), pp.625-652
2021
Abstract
Executive functioning (EF) and self-regulated learning (SRL) are established predictors of academic achievement, both concurrent and future. Although it has been theorized that EF development enables SRL in early childhood, this directional model remains empirically untested against plausible alternatives. Thus, this study investigated the longitudinal relations between children’s EF and SRL during the transition from kindergarten to Year 1 in an Australian sample to determine the direction and strength of the association between EF and SRL. We compared four directional models and also tested whether EF and SRL can be construed as manifestations of a common factor. Children’s EF was assessed using a battery of tasks tapping working memory, inhibition, and shifting, and their SRL was assessed by teachers using the Checklist of Independent Learning Development. Cross-lagged structural equation modelling analyses were conducted on a longitudinal dataset of 176 children at the end of kindergarten (age M = 5 years, 8 months; SD = 4.02 months), and 1 year later (age M = 6 years, 5 months; SD = 3.65 months). EF predicted SRL longitudinally (β= .58, controlling for kindergarten SRL), consistent with common assumptions, whereas SRL did not predict EF. However, the common factor model also fit the data very well. We concluded that EF and SRL are indeed related concurrently and longitudinally but that further evidence is needed to disambiguate whether EF is best understood as a necessary antecedent of SRL development in early childhood, or whether they reflect the same general construct.
Details
- Title
- The relationship between executive functioning and self‐regulated learning in Australian children
- Authors/Creators
- H. Davis (Author/Creator) - Murdoch UniversityD.S. Valcan (Author/Creator) - Murdoch UniversityD. Pino-Pasternak (Author/Creator) - University of Canberra
- Publication Details
- British Journal of Developmental Psychology, Vol.39(4), pp.625-652
- Publisher
- Wiley
- Identifiers
- 991005540129707891
- Copyright
- © 2021 British Psychological Society
- Murdoch Affiliation
- School of Allied Health
- Language
- English
- Resource Type
- Journal article
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
Metrics
76 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Collaboration types
- Domestic collaboration
- Citation topics
- 1 Clinical & Life Sciences
- 1.7 Neuroscanning
- 1.7.1311 Numerical Cognition
- Web Of Science research areas
- Psychology, Developmental
- ESI research areas
- Psychiatry/Psychology