Self-control as predictor of school grades, life balance, and flow in adolescents
Background. Recently, several studies have shown that strength of self‐control is a crucial factor in determining positive outcomes in individuals’ lives. Most attention has been directed to the relationships that self‐control has with learning and academic achievement. Aims. This article analyses t...
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| Veröffentlicht in: | British journal of educational psychology 2012-12, Vol.82 (4), p.533-548 |
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| container_title | British journal of educational psychology |
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| creator | Kuhnle, Claudia Hofer, Manfred Kilian, Britta |
| description | Background. Recently, several studies have shown that strength of self‐control is a crucial factor in determining positive outcomes in individuals’ lives. Most attention has been directed to the relationships that self‐control has with learning and academic achievement.
Aims. This article analyses the effects of self‐control not only on school grades but also on the experience of life balance and flow. It is theorized that students with a higher level of self‐control are better able to distribute their time in a satisfying way over academic and leisure matters, and are better able to shield their studying against distractions.
Samples. A total of 697 eighth graders with a mean age of 13.4 years participated in the longitudinal study.
Method. Students completed a questionnaire containing measures of self‐control, school grades, subjective life balance, and flow while studying at the beginning and at the end of the school year. Structural equation modelling was used to analyse the relationships between the constructs.
Results and conclusions. Results of cross‐lagged analyses show that self‐control predicted school grades, life balance, and flow. The findings suggest that self‐control may assist adolescents to be better prepared, not only for school, but also for coordinating their investments in different areas of their lives. |
| doi_str_mv | 10.1111/j.2044-8279.2011.02042.x |
| format | Article |
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Aims. This article analyses the effects of self‐control not only on school grades but also on the experience of life balance and flow. It is theorized that students with a higher level of self‐control are better able to distribute their time in a satisfying way over academic and leisure matters, and are better able to shield their studying against distractions.
Samples. A total of 697 eighth graders with a mean age of 13.4 years participated in the longitudinal study.
Method. Students completed a questionnaire containing measures of self‐control, school grades, subjective life balance, and flow while studying at the beginning and at the end of the school year. Structural equation modelling was used to analyse the relationships between the constructs.
Results and conclusions. Results of cross‐lagged analyses show that self‐control predicted school grades, life balance, and flow. The findings suggest that self‐control may assist adolescents to be better prepared, not only for school, but also for coordinating their investments in different areas of their lives.</description><identifier>ISSN: 0007-0998</identifier><identifier>EISSN: 2044-8279</identifier><identifier>DOI: 10.1111/j.2044-8279.2011.02042.x</identifier><identifier>PMID: 23025391</identifier><identifier>CODEN: BJESAE</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Academic Achievement ; Achievement ; Adolescent ; Adolescents ; Attention ; Biological and medical sciences ; Correlation ; Distraction ; Educational psychology ; Elementary school students ; Female ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Germany ; Grade 8 ; Grades (Scholastic) ; Humans ; Internal-External Control ; Investment ; Learning ; Leisure ; Leisure Activities ; Leisure Time ; Life Style ; Lifestyles ; Longitudinal Studies ; Male ; Measures (Individuals) ; Motivation ; Predictor Variables ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Questionnaires ; Self Control ; Selfcontrol ; Statistical Analysis ; Structural Equation Models ; Students - psychology ; Surveys and Questionnaires ; Teenagers ; Time Management</subject><ispartof>British journal of educational psychology, 2012-12, Vol.82 (4), p.533-548</ispartof><rights>©</rights><rights>2015 INIST-CNRS</rights><rights>2011 The British Psychological Society.</rights><rights>Copyright British Psychological Society Dec 2012</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5702-5d139c71cf1d43d16145d77fef80da9d41be246a7c23a9e40955f9f9c86f17b33</citedby><cites>FETCH-LOGICAL-c5702-5d139c71cf1d43d16145d77fef80da9d41be246a7c23a9e40955f9f9c86f17b33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fj.2044-8279.2011.02042.x$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fj.2044-8279.2011.02042.x$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,30976,30977,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ981154$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=26471165$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23025391$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kuhnle, Claudia</creatorcontrib><creatorcontrib>Hofer, Manfred</creatorcontrib><creatorcontrib>Kilian, Britta</creatorcontrib><title>Self-control as predictor of school grades, life balance, and flow in adolescents</title><title>British journal of educational psychology</title><addtitle>Br J Educ Psychol</addtitle><description>Background. Recently, several studies have shown that strength of self‐control is a crucial factor in determining positive outcomes in individuals’ lives. Most attention has been directed to the relationships that self‐control has with learning and academic achievement.
Aims. This article analyses the effects of self‐control not only on school grades but also on the experience of life balance and flow. It is theorized that students with a higher level of self‐control are better able to distribute their time in a satisfying way over academic and leisure matters, and are better able to shield their studying against distractions.
Samples. A total of 697 eighth graders with a mean age of 13.4 years participated in the longitudinal study.
Method. Students completed a questionnaire containing measures of self‐control, school grades, subjective life balance, and flow while studying at the beginning and at the end of the school year. Structural equation modelling was used to analyse the relationships between the constructs.
Results and conclusions. Results of cross‐lagged analyses show that self‐control predicted school grades, life balance, and flow. The findings suggest that self‐control may assist adolescents to be better prepared, not only for school, but also for coordinating their investments in different areas of their lives.</description><subject>Academic Achievement</subject><subject>Achievement</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Attention</subject><subject>Biological and medical sciences</subject><subject>Correlation</subject><subject>Distraction</subject><subject>Educational psychology</subject><subject>Elementary school students</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Germany</subject><subject>Grade 8</subject><subject>Grades (Scholastic)</subject><subject>Humans</subject><subject>Internal-External Control</subject><subject>Investment</subject><subject>Learning</subject><subject>Leisure</subject><subject>Leisure Activities</subject><subject>Leisure Time</subject><subject>Life Style</subject><subject>Lifestyles</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Measures (Individuals)</subject><subject>Motivation</subject><subject>Predictor Variables</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Questionnaires</subject><subject>Self Control</subject><subject>Selfcontrol</subject><subject>Statistical Analysis</subject><subject>Structural Equation Models</subject><subject>Students - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Teenagers</subject><subject>Time Management</subject><issn>0007-0998</issn><issn>2044-8279</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqNkctuEzEUhi0EomnhDRCyhJBYdIIvY3u8qUTT0BBVXNSiLi3HF5jgjIOdqOnb4-mEILEBe-Fjn-8c__YPAMRojMt4uxwTVNdVQ4QsEcZjVPZkvHsERofEYzBCCIkKSdkcgeOcl2XLBK2fgiNCEWFU4hH4cu2Cr0zsNikGqDNcJ2dbs4kJRg-z-R7L8bekrcunMLTewYUOujPuFOrOQh_iHWw7qG0MLhvXbfIz8MTrkN3z_XoCvr6f3kxm1dWnyw-Td1eVYQKRillMpRHYeGxrajHHNbNCeOcbZLW0NV44UnMtDKFauhpJxrz00jTcY7Gg9AS8GfquU_y5dXmjVm1REIo6F7dZYcI5FpSU-U8UNYRQ1iBc0Fd_ocu4TV15yANFOeeMFaoZKJNizsl5tU7tSqf7AqneIbVUvRGqN0L1DqkHh9SulL7cX7BdrJw9FP62pACv94DORgefym-3-Q_Ha4Ex7zW8GDiXWnNIT-eywZjVJX02pO_a4O7_W586n08_92FpUA0N2rxxu0MDnX4oLqhg6vbjpbqY3Uyub2fnak5_AWUYweA</recordid><startdate>201212</startdate><enddate>201212</enddate><creator>Kuhnle, Claudia</creator><creator>Hofer, Manfred</creator><creator>Kilian, Britta</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><general>British Psychological Society</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>7X8</scope></search><sort><creationdate>201212</creationdate><title>Self-control as predictor of school grades, life balance, and flow in adolescents</title><author>Kuhnle, Claudia ; Hofer, Manfred ; Kilian, Britta</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5702-5d139c71cf1d43d16145d77fef80da9d41be246a7c23a9e40955f9f9c86f17b33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Academic Achievement</topic><topic>Achievement</topic><topic>Adolescent</topic><topic>Adolescents</topic><topic>Attention</topic><topic>Biological and medical sciences</topic><topic>Correlation</topic><topic>Distraction</topic><topic>Educational psychology</topic><topic>Elementary school students</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Germany</topic><topic>Grade 8</topic><topic>Grades (Scholastic)</topic><topic>Humans</topic><topic>Internal-External Control</topic><topic>Investment</topic><topic>Learning</topic><topic>Leisure</topic><topic>Leisure Activities</topic><topic>Leisure Time</topic><topic>Life Style</topic><topic>Lifestyles</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Measures (Individuals)</topic><topic>Motivation</topic><topic>Predictor Variables</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Questionnaires</topic><topic>Self Control</topic><topic>Selfcontrol</topic><topic>Statistical Analysis</topic><topic>Structural Equation Models</topic><topic>Students - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Teenagers</topic><topic>Time Management</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kuhnle, Claudia</creatorcontrib><creatorcontrib>Hofer, Manfred</creatorcontrib><creatorcontrib>Kilian, Britta</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>British journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kuhnle, Claudia</au><au>Hofer, Manfred</au><au>Kilian, Britta</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ981154</ericid><atitle>Self-control as predictor of school grades, life balance, and flow in adolescents</atitle><jtitle>British journal of educational psychology</jtitle><addtitle>Br J Educ Psychol</addtitle><date>2012-12</date><risdate>2012</risdate><volume>82</volume><issue>4</issue><spage>533</spage><epage>548</epage><pages>533-548</pages><issn>0007-0998</issn><eissn>2044-8279</eissn><coden>BJESAE</coden><abstract>Background. Recently, several studies have shown that strength of self‐control is a crucial factor in determining positive outcomes in individuals’ lives. Most attention has been directed to the relationships that self‐control has with learning and academic achievement.
Aims. This article analyses the effects of self‐control not only on school grades but also on the experience of life balance and flow. It is theorized that students with a higher level of self‐control are better able to distribute their time in a satisfying way over academic and leisure matters, and are better able to shield their studying against distractions.
Samples. A total of 697 eighth graders with a mean age of 13.4 years participated in the longitudinal study.
Method. Students completed a questionnaire containing measures of self‐control, school grades, subjective life balance, and flow while studying at the beginning and at the end of the school year. Structural equation modelling was used to analyse the relationships between the constructs.
Results and conclusions. Results of cross‐lagged analyses show that self‐control predicted school grades, life balance, and flow. The findings suggest that self‐control may assist adolescents to be better prepared, not only for school, but also for coordinating their investments in different areas of their lives.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>23025391</pmid><doi>10.1111/j.2044-8279.2011.02042.x</doi><tpages>16</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Academic Achievement Achievement Adolescent Adolescents Attention Biological and medical sciences Correlation Distraction Educational psychology Elementary school students Female Foreign Countries Fundamental and applied biological sciences. Psychology Germany Grade 8 Grades (Scholastic) Humans Internal-External Control Investment Learning Leisure Leisure Activities Leisure Time Life Style Lifestyles Longitudinal Studies Male Measures (Individuals) Motivation Predictor Variables Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Questionnaires Self Control Selfcontrol Statistical Analysis Structural Equation Models Students - psychology Surveys and Questionnaires Teenagers Time Management |
| title | Self-control as predictor of school grades, life balance, and flow in adolescents |
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