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

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 <.001). Additionally, positive self-perception significantly moderated the link between self-direction values and their presented self-esteem in the classroom (p =.007). The indirect effects of self-direction values on academic performance through presented self-esteem were significant at the average and high levels of positive self-perception, but not at the low levels. Practice or Policy: The current research provides valuable insights into the role of self-direction values in early education and the interplay between young children’s self-direction values, presented self-esteem, and positive self-perception, thus contributing to developmental and educational theory and practice.