{"id":6546,"date":"2016-05-15T23:13:31","date_gmt":"2016-05-15T21:13:31","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/15\/familiaeres-umfeld\/6546\/self-regulation-such-as-attentiveness-and-task-persistence-among-children-starting-school\/"},"modified":"2016-05-15T23:13:31","modified_gmt":"2016-05-15T21:13:31","slug":"self-regulation-such-as-attentiveness-and-task-persistence-among-children-starting-school","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/15\/bildungsvererbung-familiaeres-umfeld\/6546\/self-regulation-such-as-attentiveness-and-task-persistence-among-children-starting-school\/","title":{"rendered":"Self-regulation such as attentiveness and task persistence among children starting school &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eAspects of self-regulation such as attentiveness and task persistence among children starting school are positively associated with achievement in reading and mathematics throughout primary school. [\u2026] Self-regulation appears to be particularly important for boys and for children from low-income or at-risk families in predicting later education outcomes.\u201c<br \/>OECD (Hrsg.), Early Learning and Child Well\u2011being (2020), S.&nbsp;21.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eAspects of self-regulation such as attentiveness and task persistence among children starting school are positively associated with achievement in reading<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[16],"tags":[],"class_list":["post-6546","post","type-post","status-publish","format-standard","hentry","category-bildungsvererbung-familiaeres-umfeld"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6546","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=6546"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6546\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=6546"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=6546"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=6546"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}