Primary school students’ self-regulatory skills: Cognitive performance and school grades based on their performance on an initial intention change and self-regulation task

Abstract

The aim of the present study was to examine: (a) possible differences among second, third, and fourth graders’ self-regularory skills, based on their performance on the Self-Regulation and Concentration Test for Children (SRTC, Kuhl & Kraska, 1992, 1993) and (b) possible differences in cognitive performance and school grades between groups of students that are differentiated according to their performance on the part of SRTC that measures their ability to change an initial intention and self-regulate their action. A total of 136 second, third, and fourth grade girls ( N = 68) and boys ( N = 88) participated in the study from four state primary schools in the city of Thessaloniki. Participants were asked to complete the SRTC, a behavioral computerized test, which examines children's ability to concentrate on a task and resist temptation (distraction). Cognitive performance was examined with four subscales of the WISC III, a standardized in Greek population intelligence test. Also, teachers were asked to evaluate children's school general performance as well as performance in language and mathematics. No significant differences were found in performance in various self-regulatory skills measured by SRTC between the three age groups. The results are indicative of 8 to 10 years children difficulty to change their initial intention and follow a new rule in order to succeed in the task. Children who succeeded in the intention change task had significantly higher cognitive performance and school grades in mathematics. The results are discussed as regards the diagnostic value of SRTC and their potential applications in educational settings.