Self-Regulation in Preschool Children: Factor Structure of Different Measures of Effortful Control and Executive Functions

Autor/inn/en	Kälin, Sonja; Roebers, Claudia M.
Titel	Self-Regulation in Preschool Children: Factor Structure of Different Measures of Effortful Control and Executive Functions
Quelle	In: Journal of Cognition and Development, 22 (2021) 1, S.48-67 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2020.1862120
Schlagwörter	Metacognition; Self Control; Preschool Children; Executive Function; Task Analysis; Personality Traits; Child Behavior; Factor Analysis; Gender Differences; Age Differences; Correlation; Generalization; Questionnaires; Foreign Countries; Switzerland + 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; Aufgabenanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Faktorenanalyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation; Fragebogen; Ausland; Schweiz
Abstract	Temperamental effortful control (EC) and executive functions (EF) are two frameworks for studying self-regulation in children. Despite stemming from different research traditions, they show many conceptual and theoretical similarities and their corresponding tasks are often used interchangeably. However, little is known about how and whether the two constructs can be distinguished empirically. The present study aimed to contribute to the investigation of this issue. A sample of 230 preschool children aged 4-6 years were tested with two common behavioral EC tasks and an EC questionnaire. Furthermore, the assessment included common measures of the three subcomponents of EF, namely inhibition, working memory, and shifting. Data were analyzed using correlational and confirmatory factor analyses. In accordance with our hypotheses, we found significant positive correlations between most EC and EF measures, and a single factor model, in which all EC and EF tasks loaded significantly on the underlying factor, was supported by our results. Moreover, this latent construct generalized across gender and age. These findings show that the variety of common EC and EF tasks used in this study all seem to tap similar aspects of self-regulation and therefore support an integrated model of self-regulation encompassing EC and EF. Our results are further considered to be informative for future research using different EC and EF tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01