Examining Transactional Relations between Behavioral Self-Regulation and Social-Emotional Functioning during the Transition to Kindergarten

Autor/inn/en	Schmitt, Sara A.; Finders, Jennifer K.; Duncan, Robert J.; Korucu, Irem; Bryant, Lindsey M.; Purpura, David J.; Elicker, James G.
Titel	Examining Transactional Relations between Behavioral Self-Regulation and Social-Emotional Functioning during the Transition to Kindergarten
Quelle	In: Developmental Psychology, 57 (2021) 12, S.2093-2105 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmitt, Sara A.) ORCID (Duncan, Robert J.) ORCID (Bryant, Lindsey M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001266
Schlagwörter	Correlation; Self Control; Social Development; Emotional Development; Social Behavior; Emotional Response; Preschool Children; Preschool Education; Kindergarten; Low Income Students; Minority Group Students; Interpersonal Competence; Behavior Problems; Social Skills Improvement System Rating Scales; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Korrelation; Selbstbeherrschung; Soziale Entwicklung; Gefühlsbildung; Social behaviour; Soziales Verhalten; Emotionales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz
Abstract	The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort 1: M = 4.82 years, SD = 0.31; Cohort 2: M = 4.80 years, SD = 0.31). Forty-four percent of children were Black, 32% were White, 13% were Latino, 10% were Multiracial, and 1% were Asian. Monthly income ranged from $0-5,539 (M = $1,508.18, SD = $892.92). Two statistical methods were used to examine relations among constructs. The cross-lagged panel model revealed a mixed pattern of relations between behavioral self-regulation and two indicators of social-emotional functioning (social skills and behavior problems) over time. There were no significant relations among behavioral self-regulation and social-emotional functioning during the preschool year; however, evidence for bidirectional associations were found between the spring of preschool and the fall of kindergarten. There were no significant relations among behavioral self-regulation and behavior problems at any time point. Finally, there were bidirectional relations among social skills and behavior problems in preschool, but directional relations emerged after this time point. A second model that included random intercepts was also run with the cross-lagged paths. Results from this model indicated that the random intercepts between behavioral self-regulation, social skills, and behavior problems were significantly related. Implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01