Journalartikel

Jahr der Veröffentlichung: 2006

Seiten: 1-11

Zeitschrift: Psychologie in Erziehung und Unterricht

Bandnummer: 53

Heftnummer: 1

ISSN: 0342-183X

Verlag: Reinhardt

Abstract: 
In a longitudinal study with 195 students as participants, we investigated how self-regulation (attention control) relates to scholastic achievements. At the beginning of the eighth and the ninth grade, students were administered a questionnaire developed by R. Schwarzer (1996) to assess individual differences in self-regulation. Grade point average in German, English. and mathematics as well as students' achievement in a math test (TIMSS tasks) served as indicators of scholastic achievement. Path analyses revealed the following results. High self-regulation predicted an increase in students' math performance. Conversely, math performance turned out to be a positive predictor of students' self-regulation over one year. Similar results were obtained from an analysis of students' grades. High self-regulatory skills predicted better grades, and better grades predicted in turn an increase in students' perception of self-regulatory skills. The article concludes by outlining theoretical implications (What kind of variables mediate the relation between selfregulation and performance?) and practical consequences (How can the development of selfregulation be promoted through instructional approaches?) of the reported results.

Harvard-Zitierstil: Spörer, N., Brunstein, J. and Glaser, C. (2006) Attention control as indicator of self-regulation and its influence on scholastic achievement:: Results of a longitudinal analysis, PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 53(1), pp. 1-11

APA-Zitierstil: Spörer, N., Brunstein, J., & Glaser, C. (2006). Attention control as indicator of self-regulation and its influence on scholastic achievement:: Results of a longitudinal analysis. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT. 53(1), 1-11.