The longitudinal effect of children`s self-regulated learning on reading habits and well-being

Abstract

The sample included 1090 fourth graders from which we gathered data in four waves between the fall of 2010 and spring of 2012. The results of latent growth modeling (LGM) showed that the initial level of self-regulated learning had a significantly positive effect on the levels of later reading habits and well-being. Additionally, a faster rate of increase in self-regulated learning was associated with faster increases in levels of reading habits and well-being over time. These findings suggest that supporting children’s development of self-regulated learning can be effective in helping children maintain regular reading habits and increase their level of well-being.