000077078 001__ 77078
000077078 005__ 20250221102107.0
000077078 0247_ $$2doi$$a10.3389/fpsyg.2015.01383
000077078 0248_ $$2sideral$$a109680
000077078 037__ $$aART-2015-109680
000077078 041__ $$aeng
000077078 100__ $$0(orcid)0000-0002-6112-9639$$aSánchez-Pérez, N.
000077078 245__ $$aHow do different components of Effortful Control contribute to children’s mathematics achievement?
000077078 260__ $$c2015
000077078 5060_ $$aAccess copy available to the general public$$fUnrestricted
000077078 5203_ $$aThis work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9–12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent’s report); math achievement was measured via teacher’s report and through the standard Woodcock–Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’s self-regulation abilities in the context of school.
000077078 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/PSI2011-23340
000077078 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000077078 590__ $$a2.463$$b2015
000077078 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b29 / 129 = 0.225$$c2015$$dQ1$$eT1
000077078 592__ $$a1.25$$b2015
000077078 593__ $$aPsychology (miscellaneous)$$c2015$$dQ1
000077078 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000077078 700__ $$aFuentes, L.
000077078 700__ $$aPina, V.
000077078 700__ $$aLópez-López, J.A.
000077078 700__ $$aGonzález-Salinas, C.
000077078 773__ $$g6 (2015), 1383 [15 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000077078 8564_ $$s822922$$uhttps://zaguan.unizar.es/record/77078/files/texto_completo.pdf$$yVersión publicada
000077078 8564_ $$s96276$$uhttps://zaguan.unizar.es/record/77078/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000077078 909CO $$ooai:zaguan.unizar.es:77078$$particulos$$pdriver
000077078 951__ $$a2025-02-21-10:19:05
000077078 980__ $$aARTICLE