Relations between Self-Regulation and Early Writing: Domain Specific or Task Dependent?

Autor/inn/en	Puranik, Cynthia S.; Boss, Emily; Wanless, Shannon
Titel	Relations between Self-Regulation and Early Writing: Domain Specific or Task Dependent?
Quelle	46 (2019), S.228-239 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Beginning Writing; Self Control; Preschool Children; Kindergarten; Writing Skills; Writing Tests; Age Differences; Task Analysis; Scores; Naming; Alphabets; Invented Spelling; Cognitive Ability; Cognitive Tests; Pennsylvania; Florida; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Erstschreibunterricht; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Writing skill; Schreibfertigkeit; Writing test; Schreibtest; Age; Difference; Age difference; Altersunterschied; Aufgabenanalyse; Buchstabenschrift; Rechtschreibdidaktik; Denkfähigkeit; Kognitiver Fähigkeitstest
Abstract	Research has established that self-regulation plays an important role in early academic skills such as math and reading, but has focused less on relations with other early skill domains such as writing. The purpose of the present study was to extend that line of research by assessing the relation between self-regulation and early writing. Participants for Study 1 included 161 preschool and 139 kindergarten children. Participants for Study 2 included 274 kindergarten children. Participants in both studies were assessed using a direct measure of self-regulation (Head-Toes-Knees-Shoulders task; Cameron Ponitzet al., 2009) and a variety of writing measures. Results indicated that self-regulation was significantly and positively related to aspects of early writing; however, there are grade differences in the aspects of writing to which it relates. Most importantly, the pattern of results indicated that the relation between self-regulation and early writing is dependent on the specific type of task and the nature of the task used to measure a given skill. This finding has important implications not only for examining the role of self-regulation and writing, but also for other academic skills. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01