A multi-dimensional view on children's school readiness: Longitudinal evidence concerning cognitive and social aspects

Sassu, Raluca; Roebers, Claudia M. (2016). A multi-dimensional view on children's school readiness: Longitudinal evidence concerning cognitive and social aspects. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 48(3), pp. 144-157. Hogrefe 10.1026/0049-8637/a000154

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The present longitudinal study explores, on the one hand, the nature and strengths of the relation between cognitive and
behavioral self-regulation, and, on the other hand, the impact of early social, cognitive, and self-regulatory skills on later school
achievement and social school adjustment. Findings indicate that working memory is the most important predictor of academic
achievement in the longitudinal perspective; individual differences in social school adjustment, in contrast, were mainly explained by earlier
behavioral self-regulatory skills. Executive functions, however, may additionally help us to understand the developmental mechanisms
responsible for the successes and failures of school adaptation, while behavioral self-regulation, based on its adaptive role, may be
quintessential in supporting a child’s successful transition into formal schooling, including its social demands.
Keywords: school readiness, behavioral self-regulation, executive functions, social skills, academic achievement

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