{"title":"预测学龄前和小学阶段儿童科学素养的自我调节能力","authors":"Aashna Doshi , Sabine Weinert , Manja Attig","doi":"10.1016/j.lindif.2024.102515","DOIUrl":null,"url":null,"abstract":"<div><p>Previous evidence suggests that early self-regulation is related to the development of scientific literacy (SL) at preschool and primary school age. However, how (emotionally neutral) executive functions and the more emotion-related facets of self-regulation associate with early SL development remains largely unexplored. Drawing on data from 1,931 children and their parents from a German longitudinal cohort study, the study analysed various facets of self-regulation and unravelled their associations to early SL development at the ages of 5 to 7, while controlling for important child and family factors. The results indicated that inhibitory control and phonological working memory are related to SL at both ages. Furthermore, the effect of these facets on later SL remained significant even after controlling for earlier SL, while the effect of children's parent-reported effortful control on later SL at age 7 was completely mediated by earlier SL at age 5.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102515"},"PeriodicalIF":3.8000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001080/pdfft?md5=496b15d9d4807b68af24e0d240c33033&pid=1-s2.0-S1041608024001080-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years\",\"authors\":\"Aashna Doshi , Sabine Weinert , Manja Attig\",\"doi\":\"10.1016/j.lindif.2024.102515\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Previous evidence suggests that early self-regulation is related to the development of scientific literacy (SL) at preschool and primary school age. However, how (emotionally neutral) executive functions and the more emotion-related facets of self-regulation associate with early SL development remains largely unexplored. Drawing on data from 1,931 children and their parents from a German longitudinal cohort study, the study analysed various facets of self-regulation and unravelled their associations to early SL development at the ages of 5 to 7, while controlling for important child and family factors. The results indicated that inhibitory control and phonological working memory are related to SL at both ages. Furthermore, the effect of these facets on later SL remained significant even after controlling for earlier SL, while the effect of children's parent-reported effortful control on later SL at age 7 was completely mediated by earlier SL at age 5.</p></div>\",\"PeriodicalId\":48336,\"journal\":{\"name\":\"Learning and Individual Differences\",\"volume\":\"114 \",\"pages\":\"Article 102515\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1041608024001080/pdfft?md5=496b15d9d4807b68af24e0d240c33033&pid=1-s2.0-S1041608024001080-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Individual Differences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1041608024001080\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608024001080","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years
Previous evidence suggests that early self-regulation is related to the development of scientific literacy (SL) at preschool and primary school age. However, how (emotionally neutral) executive functions and the more emotion-related facets of self-regulation associate with early SL development remains largely unexplored. Drawing on data from 1,931 children and their parents from a German longitudinal cohort study, the study analysed various facets of self-regulation and unravelled their associations to early SL development at the ages of 5 to 7, while controlling for important child and family factors. The results indicated that inhibitory control and phonological working memory are related to SL at both ages. Furthermore, the effect of these facets on later SL remained significant even after controlling for earlier SL, while the effect of children's parent-reported effortful control on later SL at age 7 was completely mediated by earlier SL at age 5.
期刊介绍：
Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).
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