Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time
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Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time Anahid S. Modrek 1 & Gerardo Ramirez 2 Received: 27 March 2020 / Accepted: 1 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract
Individual differences in self-regulation have been a topic of increased empirical research. However, few investigations have been conducted on how sub-components of selfregulation differentially predict education outcomes over time. We examined cognitive and behavior regulation as predictors of middle-school students’ (n = 127) long-term academic achievement. It has been previously reported that behavior regulation, not cognitive regulation, predicts state standardized test scores in the first year (Modrek et al. 2019). However, here we show that after two years, this pattern flips in that cognitive regulation, not behavior regulation, predicts state standardized test scores for both math and English. We analyzed the mediating role of learning using structural equation modeling, suggesting the differing roles of self-regulation in education where certain facets may or may not affect students’ long-term outcomes. Keywords Long-termachievement . Pedagogy . Cognitiveregulation . Self-regulation . Inhibition . Deep learning . Inquiry learning . Math . Individual differences Students’ self-regulation skills in the classroom are an important lens to understand individual differences in students’ learning and academic achievement. Self-regulation refers to the process by which individuals control their thoughts and actions to meet their goals as well as the demands of the surrounding environment (Baumeister et al. 1994; Carver and Scheier 2004). Self-regulation skills are a critical predictor of health, well-being, and many educational outcomes (McClelland et al. 2018). Despite increased interest in the study of self-regulation, understanding how subsets of selfregulation differentially predict outcomes over time remains limited. The structure and different Electronic supplementary material The online version of this article (https://doi.org/10.1007/s11409-02009242-8) contains supplementary material, which is available to authorized users.
* Anahid S. Modrek [email protected]
1
Department of Psychology, Thomas Jefferson University, Downs Hall, Office 24, 4201 Henry Avenue, Philadelphia, PA 19144, USA
2
Department of Educational Psychology, Ball State University, Muncie, IN 47306, USA
Modrek A.S., Ramirez G.
functions of self-regulation may be specific to late childhood and early adolescence, a developmental transition constituting a sensitive period in development that warrants further investigation (Blair and Razza 2007; Burrage et al. 2008; McClelland et al. 2018). In the current study, we explored which facets of self-regulation predict learning and academic outcomes across two years. Identifying the self-regulatory predictors of learning and long-term academic achievement will provide insight into specific skills that teachers
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