RT journal article
T1 Neurocognitive and temperamental systems of self-regulation and early adolescents’ social and academic outcomes
A1 Checa Fernández, Purificación
A1 Rodríguez-Bailón, Rosa
A1 Rueda Cuerva, Mª Rosario
A2 Psicología
K1 Executive attention, school achievement, school competence, temperament, effortful control, agression
K1 Executive attention
K1 school achievement
K1 school competence
K1 temperament
K1 effortful control
K1 agression
AB The aim of the current study was to examine therole of individual differences in neurocognitive and temperamentalsystems of self-regulation in early adolescents ’ social andacademic competence. Measures used in the study included theAttention Network Test, the Early Adolescence TemperamentQuestionnaire, a peer-reported Social Status Questionnaire, aself-reported measure of Schooling Skills, and information ongrades obtained by the students in a variety of school subjects( n = 69 12-year olds). Results showed that effi ciency of theneurocognitive network of executive attention is related toacademic outcomes, particularly in mathematics, as well as toaspects of social adjustment. Temperamental effortful controlappears to be a signifi cant predictor of all dimensions ofschool competence assessed in this study and mediates therelationship between social adjustment and poor schoolingoutcomes. These data suggest that individual differences insystems of self-regulation are central to understandingprocesses of learning and social adjustment in the school.
PB Wiley
SN 1751-2271
YR 2008
FD 2008-01-01T00:00:00Z
LK http://hdl.handle.net/10498/16491
UL http://hdl.handle.net/10498/16491
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 15-nov-2026