Details
| Original language | English |
|---|---|
| Pages (from-to) | 173-193 |
| Number of pages | 21 |
| Journal | Education Economics |
| Volume | 29 |
| Issue number | 2 |
| Early online date | 6 Jan 2021 |
| Publication status | Published - Feb 2021 |
| Externally published | Yes |
Abstract
We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development over the first two years of primary school 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 basic cognitive abilities constant. Self-regulation is, however, generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence and, to some extent, children with migration background benefit from self-regulation at the transition to primary school but not between grades 1 and 2.
Keywords
- mathematical competences, NEPS, Self-regulation, skill formation
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Economics, Econometrics and Finance(all)
- Economics and Econometrics
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In: Education Economics, Vol. 29, No. 2, 02.2021, p. 173-193.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Preschoolers' self-regulation and early mathematical skill differentials
AU - Quis, Johanna Sophie
AU - Bela, Anika
AU - Heineck, Guido
N1 - Funding information: The authors are grateful for helpful comments by the editor, two anonymous referees, Stefanie Herber, Thorsten Schneider and Reinhard Weisser as well as by participants of the BAGSS Weekly Seminar, the 3rd Meeting on Empirical Microeconomics and Applied Econometrics, the 2nd International NEPS Conference, the Scottish Economic Society Annual Conference 2018, 32nd Annual ESPE Conference, the Conference of the Society for Longitudinal and Life Course Studies 2018, and the 5th Annual Meeting of the BIEN Network who provided valuable feedback. This work was supported by the Bamberg Graduate School of Social Sciences (BAGSS) which was funded by the German Research Foundation (DFG) under the German Excellence Initiative (GSC1024). This paper uses data from the National Educational Panel Study (NEPS): Starting Cohort 2 – Kindergarten (From Kindergarten to Elementary School), doi:10.5157/NEPS:SC2:5.1.0. From 2008 to 2013, NEPS data were collected as part of the Framework Programme for the Promotion of Empirical Educational Research funded by the German Federal Ministry of Education and Research (BMBF). As of 2014, the NEPS survey is carried out by the Leibniz Institute for Educational Trajectories (LIfBi) at the University of Bamberg in cooperation with a nationwide network.
PY - 2021/2
Y1 - 2021/2
N2 - We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development over the first two years of primary school 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 basic cognitive abilities constant. Self-regulation is, however, generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence and, to some extent, children with migration background benefit from self-regulation at the transition to primary school but not between grades 1 and 2.
AB - We investigate the relationship between preschoolers' self-regulation and their mathematical competence and its development over the first two years of primary school 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 basic cognitive abilities constant. Self-regulation is, however, generally not related to competence development over the first two years of primary school. Children with low initial mathematical competence and, to some extent, children with migration background benefit from self-regulation at the transition to primary school but not between grades 1 and 2.
KW - mathematical competences
KW - NEPS
KW - Self-regulation
KW - skill formation
UR - http://www.scopus.com/inward/record.url?scp=85098849772&partnerID=8YFLogxK
U2 - 10.1080/09645292.2020.1866498
DO - 10.1080/09645292.2020.1866498
M3 - Article
VL - 29
SP - 173
EP - 193
JO - Education Economics
JF - Education Economics
SN - 0964-5292
IS - 2
ER -