Additive or Multiplicative? Predicting Academic Outcomes from Self-Regulation and Context.

Journal Article (Journal Article)

Many studies have documented the role of self-regulation in predicting academic outcomes. However, fewer have comprehensively measured self-regulation or considered it simultaneously with contextual variables to test formally the often-advanced "risk-buffering" hypothesis, wherein self-regulatory skill protects against contextual risk factors. In a large, regionally representative sample of U.S. adolescents, we linked self-reported demographics, self-regulation, and academic outcomes to Census data assessing neighborhood context and administrative data measuring economic disadvantage and achievement levels on state end-of-grade tests. We find inconsistent evidence for a risk-buffering role of self-regulation in the prediction of academic outcomes. Rather, we demonstrate that self-regulation is independently associated with academic outcomes, even when controlling for demographics and context.

Full Text

Duke Authors

Cited Authors

  • Davisson, EK; Hoyle, RH; Andrade, F

Published Date

  • September 2021

Published In

Volume / Issue

  • 179 /

Start / End Page

  • 110907 -

PubMed ID

  • 33883785

Pubmed Central ID

  • PMC8054979

International Standard Serial Number (ISSN)

  • 0191-8869

Digital Object Identifier (DOI)

  • 10.1016/j.paid.2021.110907

Language

  • eng