An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children's Early Academic Skills

Autor/inn/en	Sezgin, Elif; Ulus, Leyla
Titel	An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children's Early Academic Skills
Quelle	In: International Education Studies, 13 (2020) 7, S.65-87 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Preschool Children; Metacognition; Academic Achievement; Self Control; Preschool Education; Child Behavior; Foreign Countries; Thinking Skills; Cognitive Ability; Academic Ability; Scores; Correlation; Preschool Teachers; Teacher Attitudes; Executive Function; Turkey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Selbstbeherrschung; Ausland; Denkfähigkeit; Korrelation; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Türkei
Abstract	In this study, the direct and indirect relationships of children's self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children's teachers. For determining the children's self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children's self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01