This article explains
in this study aims to explore the unique and unique unique variance and control
of the business as assessed by mothers and language teachers, and to
investigate their associations with reading skills. The parent and teacher
common Effortful-Control factor and unique Task-Persistence factor were both
positively associated with reading skills. In contrast, the
Inhibitory-Control-specific factor is negatively associated with reading
ability. The results show that the latent variable, not the combined value,
should be used when using a questionnaire to measure this construction.
Current research has
shown that EC and TP construction, as measured by teacher and parent
assessments, is largely interrelated. The results also imply that teacher and
parental assessments should not be directly compared, since the ranking factor
structure is somewhat different and reflects a focus on different aspects of
child behavior. The inhibiting factors and its negative associations with
reading skills show that the use of composite scores may obscure the results
and lead to misinterpretations.
Therefore, future
studies should use latent factors rather than composite scores whenever
possible to better capture the diverse nature of the EC as well as its causes
and relationships with various measures of other child outcomes. In addition,
TPs measured by the BSRS should not be interpreted only from a motivational
point of view; Instead, some theoretical perspectives should be considered when
interpreting the relationship between EC and TP-based questionnaires with
various child-related outcomes, including academic achievement.
Annisa Masnasuri Kesai
16611069
Article
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