Relationships between self-regulation, social skills and writing achievement in digital schools

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dc.contributor.author McNaughton, Stuart
dc.contributor.author Rosedale, Naomi
dc.contributor.author Zhu, Tong
dc.contributor.author Siryj, John
dc.contributor.author Oldehaver, Jacinta
dc.contributor.author Teng, Sophie Lin
dc.contributor.author Williamson, Rachel
dc.contributor.author Jesson, Rebecca
dc.date.accessioned 2022-03-08T22:48:44Z
dc.date.available 2022-03-08T22:48:44Z
dc.date.issued 2022-1-3
dc.identifier.issn 0922-4777
dc.identifier.uri https://hdl.handle.net/2292/58540
dc.description.abstract Students’ social and emotional development matters to their educational success. Ubiquitous digital use in schooling creates new contexts for development, raising the question of the nature of the relationships under these new conditions. Ratings of 9 to 13 year old students’ (n = 296) social skills and self-regulation and their writing achievement were examined in schools with 1:1 devices and ubiquitous access and use of digital tools in school and out of school. After controlling for demographic and school level variables two significant relationships emerged. Higher ratings of inhibitory control and cognitive empathy were associated with higher achievement in writing. The former replicates previous research and the latter provides evidence for a specific relationship between writing and social skills. Both extend what has been found in other academic areas to writing and to wide spread digital usage in schools.
dc.language en
dc.publisher Springer Science and Business Media LLC
dc.relation.ispartofseries Reading and Writing
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.subject Social Sciences
dc.subject Education & Educational Research
dc.subject Psychology, Educational
dc.subject Psychology
dc.subject Writing
dc.subject Achievement
dc.subject Self-regulation
dc.subject Social skills
dc.subject Digital instruction
dc.subject ACADEMIC-ACHIEVEMENT
dc.subject METAANALYSIS
dc.subject ENVIRONMENTS
dc.subject MOTIVATION
dc.subject LITERACY
dc.subject EMPATHY
dc.subject MODEL
dc.subject 13 Education
dc.subject 17 Psychology and Cognitive Sciences
dc.subject 20 Language, Communication and Culture
dc.title Relationships between self-regulation, social skills and writing achievement in digital schools
dc.type Journal Article
dc.identifier.doi 10.1007/s11145-021-10232-8
pubs.begin-page 1
dc.date.updated 2022-02-09T08:26:36Z
dc.rights.holder Copyright: The author en
pubs.author-url http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000737092400001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d
pubs.end-page 19
pubs.publication-status Published online
dc.rights.accessrights http://purl.org/eprint/accessRights/RetrictedAccess en
pubs.subtype Article
pubs.subtype Early Access
pubs.subtype Journal
pubs.elements-id 879466
dc.identifier.eissn 1573-0905
pubs.online-publication-date 2022-1-3


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