Unique and Joint Contributions of Behavioral and Emotional Self-Regulation to School Readiness

Autor/inn/en	Guedes, Carolina; Ferreira, Tiago; Leal, Teresa; Cadima, Joana
Titel	Unique and Joint Contributions of Behavioral and Emotional Self-Regulation to School Readiness
Quelle	In: Applied Developmental Science, 27 (2023) 2, S.136-155 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guedes, Carolina) ORCID (Ferreira, Tiago) ORCID (Leal, Teresa) ORCID (Cadima, Joana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2022.2045200
Schlagwörter	Foreign Countries; Preschool Children; Self Management; Self Control; Psychological Patterns; Child Behavior; School Readiness; Receptive Language; Vocabulary; Influences; Interpersonal Competence; Emergent Literacy; Preschool Teachers; Problem Solving; Skills; Syntax; Knowledge Level; Oral Language; Sex; Verbal Ability; Portugal; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstmanagement; Selbstbeherrschung; Readiness for school; School ability; Schulreife; Rezeptive Kommunikationsfähigkeit; Wortschatz; Influence; Einfluss; Einflussfaktor; Interpersonale Kompetenz; Frühleseunterricht; Erzieher; Erzieherin; Kindergärtnerin; Problemlösen; Skill; Fertigkeit; Wissensbasis; Oral interpretation; Mündlicher Sprachgebrauch; Geschlecht; Geschlechtsverkehr; Mündliche Leistung
Abstract	This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; M[subscript age] = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children's behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children's emotional self-regulation. In the second assessment wave, individual assessments on children's expressive vocabulary, syntactic knowledge, oral-narrative production, and social problem-solving skills were conducted. The results showed that the children's emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01