Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter-Word Knowledge in the Early Elementary Grades

Blair, C., Ursache, A., Vernon-Feagans, L., & the Family Life Project Investigators

From the abstract: "The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology... were measured at child age 48 months, and parents and teachers reported on children’s effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability... were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading....These effects persisted for mathematics..."

Available here: Developmental Psychology
Citation: Blair, C., Ursache, A., Vernon-Feagans, L., & the Family Life Project Investigators. (2015). Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades. Developmental Psychology, 51, 459-472.
DOI: 10.1037/a0038813