van Tetering Marleen A J, de Groot Renate H M, Jolles Jelle
Faculty of Behavioral and Movement Sciences, Centre for Brain & Learning, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Heerlen, Netherlands.
Front Psychol. 2018 Apr 4;9:438. doi: 10.3389/fpsyg.2018.00438. eCollection 2018.
There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.
8至12岁学生的学业成绩存在重大个体差异。这些差异的决定因素尚不清楚。本文研究了两个可能的因素：学生的自我调节能力以及他们父母的教育水平。该研究首先调查学业成绩高和低的儿童在自我调节能力上是否存在差异。然后评估父母教育水平高和中低水平的儿童在自我调节能力上是否存在差异。重点是教师所评判的学生自我调节能力。教师评价通过一份观察者问卷进行评估：阿姆斯特丹执行功能量表。结果显示，学业成绩低的学生在教师所感知的自我调节能力方面明显低于学业成绩高的儿童。此外，父母教育水平中低的儿童在教师所感知的自我调节能力方面低于父母教育水平高的儿童。研究结果表明，应开发并运用针对自我调节技能领域的干预措施，尤其是针对有学业成绩不佳风险的学生。
