Behavioral Regulation And Academic Success

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Introduction It is often perceived that a student’s behavior is a great determinant of their academic achievement and many research studies have actually shown that there is a strong relationship between a student’s behavioral regulation and academic success. Children’s behavioral regulation and executive functioning are strong predictors of academic achievement (McClelland et al., 2014). Behavioral regulation is the complex cognitive processes involving processing and manipulating stimuli (working memory); inhibiting automatic reactions to stimuli while initiating unnatural yet adaptive reactions (inhibitory control); and managing one’s attention to appropriate stimuli, including resisting distraction and shifting when necessary (attentional or cognitive flexibility) (McClelland, Morrison, & Poitz, n.d.). In a classroom setting these processes would include following instructions, remembering the classroom rules, or waiting to be called on before shouting out an answer. Considerable research has demonstrated that behavioral aspects of self-regulation are important for achievement throughout elementary school (McClelland, 2007). Behavioral regulation is not only linked to academic success, but it is also linked to a child’s ability to control themselves emotionally. Thus, leading to positive behavioral and academic outcomes for the student (McClelland, Morrison, & Poitz, n.d.). In the research studies that have been conducted to show the relationship between behavioral
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