Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement
Open Access
- Author:
- Mason, Amber Elizabeth
- Graduate Program:
- School Psychology
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 17, 2018
- Committee Members:
- James Clyde Diperna, Dissertation Advisor/Co-Advisor
James Clyde Diperna, Committee Chair/Co-Chair
Barbara Schaefer, Committee Member
David Lee, Committee Member
Dawn Paula Witherspoon, Outside Member - Keywords:
- self-regulation
math
reading
achievement - Abstract:
- The purpose of the present study was to examine the longitudinal and reciprocal effects of students’ self-regulation (as measured by self-control, motivation, and engagement) and academic achievement in reading and mathematics. Data were drawn from first (N = 259) and second (N = 377) grade participants in the control condition of a multiyear study (DiPerna, Lei, Bellinger, & Cheng, 2014). Building upon the work of Blair and Raver (2015) and Caemmerer and Keith (2015), latent variable structural equation models were tested to determine the effects of self-regulation on academic achievement and, conversely, the magnitude of the effects achievement has on self-regulation. Math and reading models were tested separately, and several covariates (gender, race, special education status, supplementary services) were included in each model. Findings generally provided support for a longitudinal and reciprocal model of self-regulation and academic achievement for both reading and mathematics. Across these academic domains, however, direct effects of self-regulation on achievement were more frequently significant than the reciprocal relationships. As evidenced by total (direct and indirect) effects, self-regulation also appeared to demonstrate stronger predictive relationships with math performance than reading performance.