The role of behavior control in academic achievement and social competence of younger schoolchildren

Abstract

Background. Self-regulation ability plays an important role in the school success of children — their academic performance and social competence. However, little is known about the specific aspects of self-regulation contributing to this or that competence.

Purpose. The study had its purpose to reveal the contribution of behavior control as a subjective regulatory function to the progress of younger schoolchildren and their social competence.

Methods. BRIEF questionnaire to assess behavior control, sociometry to assess social competence, additionally — a questionnaire for teachers to reveal the teacher's attitude towards the child as a factor that can also influence the variables under study.

Sample. 75 children 9–10 years old, 34 are girls, students of grades 3–4.

Results. Regression analysis showed that behavior control contributes to academic performance (R2 = 0.341, p = 0.022 for the Russian language; R2 = 0.425, p = 0.006 for mathematics). The teacher’s assessment of the child’s popularity also predicts academic performance (β = 0.588 for the Russian language and β = 0.623 for mathematics). Apart from that, behavior control predicts the likelihood of a child being accepted by peers (R2 = 0.260, p = 0.028). And, additionally, schoolchildren's acceptance is predicted by their academic performance.

Conclusion. The study revealed significant contribution of behavior control to the academic success and social competence of the younger schoolchildren. Further work will be focused on clarifying the role of emotional control and initiative of a child in the academic performance and social competence of the primary school students.

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