Literaturnachweis - Detailanzeige
| Autor/inn/en | Zachariou, Antonia; Whitebread, David |
|---|---|
| Titel | The Relation between Early Self-Regulation and Classroom Context: The Role of Adult Presence, the Task's Source of Initiation, and Social Context |
| Quelle | In: British Journal of Educational Psychology, 92 (2022) 3, S.861-880 (20 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Zachariou, Antonia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1111/bjep.12476 |
| Schlagwörter | Young Children; Direct Instruction; Independent Study; Teacher Student Relationship; Group Activities; Self Control; Teacher Role |
| Abstract | Background: Recent research emphasizes the role of the classroom context in promoting self-regulation development. However, the results are equivocal. Additionally, research tends to focus on studying the two extremes of classroom contexts (e.g., teacher fully involved vs. teacher absent during a task), which does not represent the everyday reality of the classroom. Aims: To explore the extent to which children's self-regulation differs across activities with different instructional characteristics, while adopting a fine-grained approach, which explores the middle ground between the two extremes of classroom contexts. Sample: The participants were 36 children aged 6-8 (50% female). Methods: The children participated in a variety of activities in classroom contexts that differed in terms of: (1) level of teacher involvement, (2) whether activities were teacher-initiated and -led or child-initiated and -led, and (3) social context, that is, individual, pair, or group tasks. More than 15,000 micro-episodes of self-regulatory behaviours were coded, based on the C.Ind.Le coding framework. Results and Conclusions: The classroom context had an effect on children's self-regulation rates. The children showed significantly more self-regulation when the teacher was absent, compared to involved in the activity, and more self-regulation when the teacher was involved compared to just present. More self-regulation was evident when the activity was either completely teacher-initiated and led or child-initiated and led, compared to teacher-initiated but child-led. Finally, the rate of self-regulation was significantly higher in pair and individual activities, compared to larger-group activities. These findings could support policy and practice to promote contexts that encourage self-regulatory development. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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