Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence

Abstract

Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predictors cool EF, which are important in emotionally neutral situations. However, since (pre)school-based learning is also associated with motivational incentives (e.g., praise from teachers and educators), this study aimed to test the validity of the above-mentioned mediation model using as predictors hot EF, which are important in emotional–motivational contexts. To this end, the constructs included in the model were cross-sectionally examined using performance measures and parent ratings in a sample of n = 77 German preschoolers (Mage = 71.61 months, SD = 4.13; 51.9 % girls). Results show that SRL mediates the relationship between hot EF and academic competence. Methodological limitations of the present study and implications for research and practice are discussed.

Keywords

• Preschool development
• Executive functions
• Self-regulated learning
• Academic competence
• Mediation model