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Learning-related skills and academic achievement in academically at-risk first graders

机译：具有学习风险的一年级学生的学习相关技能和学习成绩

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Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed.
机译：该研究使用了744名一年级儿童的学术风险，种族差异样本，该研究测试了与学习相关技能（即努力控制）的多方法（即，儿童表现指标，教师评价和同伴评价）测量模型[EC]，行为自我调节[BSR]和社会能力[SC]），以及它们对儿童阅读和数学成绩的共同且独特的贡献，超过了人口统计学的影响。假设的相关因子测量模型显示出相对较好的拟合度，其中BSR和SC彼此高度相关，与EC适度相关。当分别输入回归方程时，EC和BSR分别预测儿童的阅读和数学成绩； SC仅预测阅读成绩。当同时考虑时，EC，BSR或SC均未独立贡献阅读成绩；但是，EC通过BSR和SC对数学成绩产生直接影响，对阅读成绩产生间接影响。讨论了对研究和早期干预工作的意义。

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