Preschool behavior and first-grade achievement : the mediational role of cognitive self-control

DC FieldValueLanguage
dc.contributor.authorNormandeau, Sylvie-
dc.contributor.authorGuay, Frédéric-
dc.date.accessioned2017-05-10T15:17:12Z-
dc.date.available10000-01-01-
dc.date.issued1998-03-01-
dc.identifier.issn0022-0663fr
dc.identifier.urihttp://hdl.handle.net/20.500.11794/14008-
dc.description.abstractThe purpose of this study was to test a model of school achievement that included children's intellectual abilities, preschool behavior, and cognitive self-control. It suggested that teacher-rated preschool behavior such as aggressive, anxious-withdrawn, and prosocial behaviors influence cognitive self-control, which in turn positively determines school achievement at the end of first grade (when controlling for intellectual abilities). Participants were 291 kindergarten children. Results from structural equation modeling demonstrated that all hypothesized path models were significant, except the one between anxious-withdrawn behavior and cognitive self-control. A second model was thus specified in which a path between anxious-withdrawn behavior and school achievement was estimated. The second model offered a better representation of the sample data (comparative fit index = .99, nonnormed fit index = .98), χ²(19, N = 286) = 29.43, p > .05, and the path between anxious-withdrawn behavior and school achievement was found significant. The role of preschool behavior and cognitive self-control in first-grade school achievement is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)fr
dc.languageengfr
dc.publisherAmerican Psychological Associationfr
dc.relation.isbasedon10.1037/0022-0663.90.1.111fr
dc.titlePreschool behavior and first-grade achievement : the mediational role of cognitive self-controlfr
dc.typeCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationJournal of Educational Psychologyfr
dc.audienceProfesseurs (Enseignement supérieur)fr
dc.audienceÉtudiantsfr
dc.audienceDoctorantsfr
dc.audiencePsychologues de l'éducationfr
dc.identifier.doi10.1037/0022-0663.90.1.111fr
dc.subject.rvmEnfants d'âge préscolaire -- Psychologiefr
dc.subject.rvmÉlèves du primaire -- Psychologiefr
dc.subject.rvmMaîtrise de soi chez l'enfantfr
dc.subject.rvmRendement scolairefr
dc.subject.rvmSuccès scolairefr
rioxxterms.versionVersion of Recordfr
rioxxterms.version_of_recordhttps://doi.org/10.1037/0022-0663.90.1.111fr
rioxxterms.project.funder_nameFonds pour la Formation de Chercheurs et l'Aide à la Recherchefr
rioxxterms.project.funder_nameSocial Sciences and Humanities Research Council of Canadafr
bul.rights.periodeEmbargoInfinifr
dc.audience.peerreviewOuifr
Collection:Articles publiés dans des revues avec comité de lecture

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