Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: http://hdl.handle.net/10419/203631
Autoren: 
Quis, Johanna Sophie
Bela, Anika
Heineck, Guido
Datum: 
2019
Schriftenreihe/Nr.: 
Beiträge zur Jahrestagung des Vereins für Socialpolitik 2019: 30 Jahre Mauerfall - Demokratie und Marktwirtschaft - Session: Education Economics II No. C15-V3
Zusammenfassung: 
Are there differentials in children's competence levels by their self-regulation and do they imply differences in competence development? We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development using data from the German National Educational Panel Study (NEPS). Our results imply a positive association between self-regulation and mathematical competence levels, even when holding general cognitive ability constant. Self-regulation is generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence, however, benefit at the transition to primary school, but no between grades 1 and 2.
Schlagwörter: 
Self-regulation
Skill formation
Competence development
JEL: 
J24
Dokumentart: 
Conference Paper

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