Self-Regulation in Preschool: Examining Its Factor Structure and Associations with Pre-Academic Skills and Social-Emotional Competence

Autor/inn/en	Korucu, Irem; Ayturk, Ezgi; Finders, Jennifer K.; Schnur, Gina; Bailey, Craig S.; Tominey, Shauna L.; Schmitt, Sara A.
Titel	Self-Regulation in Preschool: Examining Its Factor Structure and Associations with Pre-Academic Skills and Social-Emotional Competence
Quelle	12 (2022), Artikel 717317 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Metacognition; Self Control; Preschool Children; Predictor Variables; Social Development; Emotional Development; Executive Function; Models; Mathematics Skills; Literacy; Child Development; Measures (Individuals); Achievement Tests; Child Behavior; Rating Scales; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Soziale Entwicklung; Gefühlsbildung; Analogiemodell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Kindesentwicklung; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala
Abstract	Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that comprise self-regulation or if they are distinct. In this study, using a bifactor model, we tested the shared and unique variance among self-regulation constructs and prediction to pre-academic and social-emotional skills. The sample included 932 preschool children ( M[subscript age] = 48 months, SD = 6.55; 49% female), their parents, and their teachers in the United States. Children's self-regulation was assessed using measures of executive function, behavioral self-regulation, and emotion regulation. The bifactor model demonstrated a common overarching self-regulation factor, as well as distinct executive function and emotion regulation factors. The common overarching self-regulation factor and executive function predicted children's pre-academic (i.e., mathematics and literacy) and social-emotional skills. The emotion regulation factor predicted children's social-emotional skills. Identifying the shared and unique aspects of self-regulation may have important implications for supporting children's regulatory skills as well as their success in school. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01