Fostering Academic Performance in 5-Year-Olds: The Role of Self-Direction Values, Presented Self-Esteem, and Positive Self-Perception

Abstract

Self-direction values, which reflect the need for autonomy, creativity, curiosity, and mastery, potentially hold substantial importance in educational settings. However, limited research exists on how these values contribute to academic performance, particularly in early childhood. This study aims to fill this gap by examining the relationships between kindergarten children’s self-direction values and their academic performance while considering their presented self-esteem and positive self-perception. One hundred and twenty children (59 girls; Mage = 67.45 months, SDage = 6.56 months) participated in this study. Children’s self-direction values and positive self-perception were examined in one-on-one interviews. Teachers reported on the children’s presented self-esteem and academic performance. Research Findings: Presented self-esteem significantly mediated the link between self-direction values and academic performance (path a: p =.007; path b: p