Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children: A Comparative Evaluation of the Educational Relevance of Selected Measures

Autor/inn/en	Lipsey, Mark W.; Nesbitt, Kimberly Turner; Farran, Dale C.; Dong, Nianbo; Fuhs, Mary Wagner; Wilson, Sandra Jo
Titel	Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children: A Comparative Evaluation of the Educational Relevance of Selected Measures
Quelle	In: Journal of Educational Psychology, 109 (2017) 8, S.1084-1102 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000203
Schlagwörter	Metacognition; Academic Achievement; Preschool Children; Measures (Individuals); Comparative Analysis; Executive Function; Prediction; Achievement Gains; Conceptual Tempo; Learning Readiness; Validity; Reliability; Child Behavior; Evaluation Criteria; Achievement Tests; Correlation; Regression (Statistics); Tennessee; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Vorhersage; Achievement gain; Leistungssteigerung; Lernbereitschaft; Gültigkeit; Reliabilität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Regression; Regressionsanalyse
Abstract	Many cognitive self-regulation (CSR) measures are related to the academic achievement of prekindergarten children and are thus of potential interest for school readiness screening and as outcome variables in intervention research aimed at improving those skills in order to facilitate learning. The objective of this study was to identify learning-related CSR measures especially suitable for such purposes by comparing the performance of promising candidates on criteria designed to assess their educational relevance for pre-K settings. A diverse set of 12 easily administered measures was selected from among those represented in research on attention, effortful control, and executive function, and applied to a large sample of pre-K children. Those measures were then compared on their ability to predict achievement and achievement gain, responsiveness to developmental change, and concurrence with teacher ratings of CSR-related classroom behavior. Four measures performed well on all those criteria: Peg Tapping, Head-Toes-Knees-Shoulders, the Kansas Reflection-Impulsivity Scale for Preschoolers, and Copy Design. Two others, Dimensional Change Card Sort and Backwards Digit Span, performed well on most of the criteria. Cross-validation with a new sample of children confirmed the initial evaluation of these measures and provided estimates of test-retest reliability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01