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Longitudinal Relations Between Self-Regulatory Skills in Middle Childhood and Adolescent Academic Achievement Among Students From Chinese American Immigrant Families: Direct and Mediated Associations
Longitudinal Relations Between Self-Regulatory Skills in Middle Childhood and Adolescent Academic Achievement Among Students From Chinese American Immigrant Families: Direct and Mediated Associations
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103622
- ISBN
- 9798288862885
- DDC
- 150
- 저자명
- Mauer, Ezra P.
- 서명/저자
- Longitudinal Relations Between Self-Regulatory Skills in Middle Childhood and Adolescent Academic Achievement Among Students From Chinese American Immigrant Families: Direct and Mediated Associations
- 발행사항
- [Sl] : University of California, Berkeley, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 46 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: B.
- 주기사항
- Advisor: Zhou, Qing.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Berkeley, 2025.
- 초록/해제
- 요약The present longitudinal study examined middle childhood self-regulation's associations with adolescent academic achievement - directly and indirectly through adolescent classroom behavior and peer competence - among a sample of Chinese American students from immigrant families (N = 239, 48.3% girls, ages 7-11 years, grades 2-5 at middle childhood timepoint; N = 164, 51.0% girls, ages 15-17 years, grades 9-12 at adolescent timepoint). The results of longitudinal path analyses showed that higher task-based attention focusing and questionnaire-based effortful control in middle childhood were significantly associated with higher academic competence in adolescence. Additionally, higher task-based attention focusing in middle childhood was significantly associated with higher peer competence in adolescence. Adolescent peer competence statistically mediated the association between task-based attention focusing and adolescent academic competence. Although adolescent classroom behavior was positively related to adolescent academic achievement in all longitudinal path models, it was unrelated to middle childhood self-regulation and did not statistically mediate any associations between middle childhood self-regulation and adolescent academic achievement. Findings suggest that middle childhood self-regulation directly contributes to the performance of domain-specific academic tasks in adolescence and indirectly contributes to adolescent academic achievement by facilitating adaptive interpersonal behavior among Chinese American students from immigrant families. The lack of observed mediated relations from middle childhood self-regulation to adolescent academic achievement via adolescent classroom behavior as well as the overall large number of null associations between middle childhood self-regulation and adolescent academic achievement raises two demographics-related possibilities. First, classroom behavior may be a less important pathway through which self-regulatory skills contribute to academic achievement among Chinese American students from immigrant families in comparison to other American subgroups. Second, self-regulatory skills broadly may be a less important determinant of academic achievement among Chinese American students from immigrant families in comparison to other American sociodemographic groups.
- 일반주제명
- Psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Developmental psychology
- 일반주제명
- Asian American studies
- 키워드
- Middle childhood
- 기타저자
- University of California, Berkeley Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-01B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798288862885
■035 ▼a(MiAaPQ)AAI32045690
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aMauer, Ezra P.
■24510▼aLongitudinal Relations Between Self-Regulatory Skills in Middle Childhood and Adolescent Academic Achievement Among Students From Chinese American Immigrant Families: Direct and Mediated Associations
■260 ▼a[Sl]▼bUniversity of California, Berkeley▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a46 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: B.
■500 ▼aAdvisor: Zhou, Qing.
■5021 ▼aThesis (Ph.D.)--University of California, Berkeley, 2025.
■520 ▼aThe present longitudinal study examined middle childhood self-regulation's associations with adolescent academic achievement - directly and indirectly through adolescent classroom behavior and peer competence - among a sample of Chinese American students from immigrant families (N = 239, 48.3% girls, ages 7-11 years, grades 2-5 at middle childhood timepoint; N = 164, 51.0% girls, ages 15-17 years, grades 9-12 at adolescent timepoint). The results of longitudinal path analyses showed that higher task-based attention focusing and questionnaire-based effortful control in middle childhood were significantly associated with higher academic competence in adolescence. Additionally, higher task-based attention focusing in middle childhood was significantly associated with higher peer competence in adolescence. Adolescent peer competence statistically mediated the association between task-based attention focusing and adolescent academic competence. Although adolescent classroom behavior was positively related to adolescent academic achievement in all longitudinal path models, it was unrelated to middle childhood self-regulation and did not statistically mediate any associations between middle childhood self-regulation and adolescent academic achievement. Findings suggest that middle childhood self-regulation directly contributes to the performance of domain-specific academic tasks in adolescence and indirectly contributes to adolescent academic achievement by facilitating adaptive interpersonal behavior among Chinese American students from immigrant families. The lack of observed mediated relations from middle childhood self-regulation to adolescent academic achievement via adolescent classroom behavior as well as the overall large number of null associations between middle childhood self-regulation and adolescent academic achievement raises two demographics-related possibilities. First, classroom behavior may be a less important pathway through which self-regulatory skills contribute to academic achievement among Chinese American students from immigrant families in comparison to other American subgroups. Second, self-regulatory skills broadly may be a less important determinant of academic achievement among Chinese American students from immigrant families in comparison to other American sociodemographic groups.
■590 ▼aSchool code: 0028.
■650 4▼aPsychology
■650 4▼aEducational psychology
■650 4▼aDevelopmental psychology
■650 4▼aIndividual & family studies
■650 4▼aAsian American studies
■653 ▼aSociodemographic groups
■653 ▼aMiddle childhood
■653 ▼aChinese American students
■653 ▼aAcademic achievement
■653 ▼aImmigrant families
■690 ▼a0621
■690 ▼a0525
■690 ▼a0620
■690 ▼a0628
■690 ▼a0343
■71020▼aUniversity of California, Berkeley▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g87-01B.
■790 ▼a0028
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357949▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
