Observed peer competence moderates links between children’s observed self-regulation skills and academic performance
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Citation (published version)Nicholas Wagner, Steven Holochwost, Christina Dankoo, Cathi Propper, Jennifer Coffman. "Observed Peer Competence Moderates Links between Children’s Observed Self-Regulation Skills and Academic Performance.." Early Childhood Research Quarterly, Volume 54, pp. 286 - 293. https://doi.org/10.1016/j.ecresq.2020.10.001
The current study focuses on the relations between observed measures of children’s self-regulation and academic achievement, as well as the extent to which observations of children’s peer competence in preschool moderates these links. Data were drawn from 102 students (male = 48; Mage = 4.82 years, SDage = 0.46 years) enrolled in pre-kindergarten classrooms. A series of linear path models was used to test study hypotheses, and the nature of significant interactions was elucidated by examining simple slopes and regions of significance. Children’s self-regulation, but not peer competence, significantly predicted both reading and math performance assessed using the Woodcock Johnson III, β = .43, p < .001 and β = .39, p < .001, respectively. Tests of moderation effects revealed that the association between children’s poor self-regulation and poor math performance, but not reading performance, β = −.28, p = .022 and β = −.11, p = .23, was negated for children with average to high peer competence. These results demonstrate the protective quality of peer competence for academic performance using observational methods collected in preschools.
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