Abstract
Self-regulation is crucial for acquiring mathematical competencies in elementary school. The present longitudinal study aimed at investigating determinants and consequences of domain-specific self-regulation with regard to the mathematics domain.Participants were N = 257 third graders (MAge = 8.59 years, SD = 0.57 years; 51% girls) from East Germany as well as children's mathematics teachers. The project included two time points (6-month interval). Children's self-regulation in the mathematics domain was predicted by both domain-general EF and the affective-motivational component of mathematics motivation. Controlling for children's age, gender, EF, and mathematics motivation, self-regulation in the mathematics domain contributed to concurrent mathematics performance. There was an indirect effect of children's self-regulation in the mathematics domain on later mathematics performance via concurrent mathematics performance. Findings suggest that programs designed to support children's mathematics performance might benefit from taking into account domain-general and domain-specific determinants of self-regulation.
Published Version
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