A large body of research has documented the role of self-regulation in academic skill development for young children. However, few studies have investigated longitudinal and indirect effects from kindergarten through later elementary school. In this longitudinal Norwegian study, we investigated pathways from children’s self-regulation in kindergarten (M_age = 5.8; N = 243, 49% girls), to language and math skills in first grade (N = 240) and reading comprehension and math achievement in fifth grade (N = 160). Self-regulation was measured with direct and teacher-reported assessments. Path models showed that both directly assessed and teacher-reported self-regulation in kindergarten predicted math skills but not vocabulary and phonological awareness skills in first grade. Teacher-reported self-regulation indirectly predicted fifth grade reading comprehension through first grade teacher-reported self-regulation, and directly assessed self-regulation predicted fifth grade math achievement through math skills and directly assessed self-regulation in first grade. When controlling for kindergarten self-regulation, both self-regulation measures in first grade predicted fifth grade reading and directly assessed self-regulation predicted math achievement. Findings elucidate the foundational role of early self-regulation for later academic achievement and the differential effects of directly assessed versus teacher-reported self-regulation in a Norwegian sample.

大量研究表明，自我调节在幼儿学习技能发展中的作用。但是，很少有研究调查从幼儿园到后来的小学的纵向和间接影响。在这种纵向挪威的研究中，我们从孩子的自我调节途径在幼儿园（中号_年龄= 5.8; N = 243，女生占49％），其中一年级的语言和数学技能（N = 240），五年级的阅读理解和数学成绩（N = 160）。通过直接和教师报告的评估来衡量自我调节。路径模型表明，幼儿园的直接评估和教师报告的自我调节都预测了一年级的数学技能，但没有预测词汇和语音意识的技能。教师报告的自我调节通过一年级教师报告的自我调节间接预测五年级的阅读理解，并通过数学技能直接评估自我调节预测的五年级数学成绩，并直接评估一年级的自我调节。当控制幼儿园的自我调节时，一年级的自我调节措施可以预测五年级的阅读水平，而直接评估的自我调节则可以预测数学成绩。研究结果阐明了挪威人样本中早期自我调节对以后学业成就的基础作用，以及直接评估与教师报告的自我调节的差异性影响。