Using Latent-Class Analysis to Examine the Influence of Kindergarten Children's Perspectives of School on Literacy and Self-Regulation Outcomes

Autor/inn/en	Timmons, Kristy; Pelletier, Janette
Titel	Using Latent-Class Analysis to Examine the Influence of Kindergarten Children's Perspectives of School on Literacy and Self-Regulation Outcomes
Quelle	In: Early Child Development and Care, 186 (2016) 11, S.1737-1751 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1131157
Schlagwörter	Childhood Attitudes; Kindergarten; Longitudinal Studies; Puppetry; Interviews; Emergent Literacy; Statistical Analysis; Comparative Analysis; Self Concept; Multivariate Analysis; Foreign Countries; Self Management; Outcomes of Education; Correlation; Reading Achievement; Bayesian Statistics; Probability; Item Response Theory; Beginning Writing; School Schedules; Canada + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Puppenspiel; Interviewing; Interviewtechnik; Frühleseunterricht; Statistische Analyse; Selbstkonzept; Multivariate Analyse; Ausland; Selbstmanagement; Lernleistung; Schulerfolg; Korrelation; Leseleistung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Item-Response-Theorie; Erstschreibunterricht; Schulzeiteinteilung; Kanada
Abstract	In this study, we explored the influence of kindergarten children's perspectives of school on their literacy and self-regulation outcomes. Children's early perspectives were captured in a three-question, finger-puppet interview. Responses to the interview questions were coded thematically as being academic and/or social in nature, and were analysed using latent-class analysis. Once children's responses were characterized into classes, further analyses were conducted to understand the application of these perspectives to direct assessments of early reading and writing and self-regulation abilities. Children with less clear perspectives, who mixed academic and social responses, had the lowest performance on all academic measures. Findings add to the existing literature while offering an innovative analytic strategy for examining relationships between children's perspectives and kindergarten outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01