Preschoolers' self-regulation, skill differentials, and early educational outcomes

Johanna Sophie Quis, Anika Bela and Guido Heineck

VfS Annual Conference 2019 (Leipzig): 30 Years after the Fall of the Berlin Wall - Democracy and Market Economy from Verein für Socialpolitik / German Economic Association

Abstract: Are there differentials in children's competence levels by their self-regulation and do they imply differences in competence development? We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development using data from the German National Educational Panel Study (NEPS). Our results imply a positive association between self-regulation and mathematical competence levels, even when holding general cognitive ability constant. Self-regulation is generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence, however, benefit at the transition to primary school, but no between grades 1 and 2.

Keywords: Self-regulation; Skill formation; Competence development (search for similar items in EconPapers)
JEL-codes: J24 (search for similar items in EconPapers)
Date: 2019
New Economics Papers: this item is included in nep-ure
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https://www.econstor.eu/bitstream/10419/203631/1/VfS-2019-pid-28169.pdf (application/pdf)

Related works:
Working Paper: Preschoolers' Self-Regulation, Skill Differentials, and Early Educational Outcomes (2019)
Working Paper: Preschoolers' self-regulation, skill differentials, and early educational outcomes (2018)
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Persistent link: https://EconPapers.repec.org/RePEc:zbw:vfsc19:203631

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