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Feb 20, 2024

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Lisa Singleton Professor Tashjian ENC 1143 November 15, 2023 Student Selected Reading: Summary Emily Weiss wrote an article that was published by the American Psychological Association titled “Self-regulation in elementary school: Do teacher-reported effortful control and directly assessed executive function codevelop?”. Weiss describes self-regulation being the ability to manage one’s actions and feelings. Self-regulation being important in order to have a successful academic outcome. Executive functioning in this article is referred to as cognitive development and the ability to be assessed and motivated. Effort control being more how a child self-regulate and is assessed based on what the teacher sees. The article puts into question if effortful control and executive functioning codevelop simultaneously by self-regulation. Weiss states that it is hard to definitively say that self-regulation is developed by both executive functioning or effortful control based on studies. Weiss states that over 18,000 children in kindergarten up to fifth grade were studied nationwide with exclusion of students or parents with disabilities. In early childhood stages of development, it appears that self-regulation is being learned and continues to develop of time until reaching the age of 7. However, does not stop at age 7 but progresses with developing stronger executive functioning and continues into adulthood. The findings in the article came to no clear answer to this question that Weiss was trying to answer. The findings were that it depended on the student’s individuality which also could not be put into an evidential finding. Weiss also states that depending on whether it is done by the teacher, parent, or assessment also can affect the findings.

Reference Weiss, Emily M.. “Self Regulation in Elementary School: Do Teacher- reported Effort Control and Directly Assessed Executive Functioning Codevelop.” Developmental Psychology , 2023, pp.1-15. http://dx.doi.org/10.1037/dev0001658. Accessed on 15 Nov. 2023.

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