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Autor/inn/en | Li-Grining, Christine P.; McKinnon, Rachel D.; Raver, C. Cybele |
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Titel | Self-Regulation in Early and Middle Childhood as a Precursor to Social Adjustment among Low-Income, Ethnic Minority Children |
Quelle | In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 65 (2019) 3, S.265-293, Artikel 1 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0272-930X |
Schlagwörter | Self Control; Child Development; Low Income Students; Minority Group Students; Executive Function; Short Term Memory; Planning; Delay of Gratification; Conceptual Tempo; Preschool Children; Elementary School Students; Social Adjustment; Friendship; Withdrawal (Psychology); Anxiety; Predictor Variables; Illinois (Chicago) Selbstbeherrschung; Kindesentwicklung; Kurzzeitgedächtnis; Ablaufplanung; Planungsprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Anpassung; Freundschaft; Rückzugsverhalten; Angst; Prädiktor |
Abstract | Although existing research has shed much light on the development of ethnic minority children, many studies focus on maladjustment, such as behavioral problems, without also speaking to positive experiences in children's lives, such as friendship. An aspect of development that predicts both positive and negative outcomes for children is self-regulation. The present study investigates precursors and sequelae of self-regulation in middle childhood among low-income, ethnic minority children. The four self-regulatory constructs examined in the current study include low-level executive function (EF; e.g., working memory), high-level EF (e.g., planning), effortful control (EC; e.g., delay of gratification), and impulsivity (e.g., does not think before doing). EC in preschool was related to high-level EF and impulsivity in elementary school. High-level EF explained positive and negative aspects of social development during middle childhood. Additionally, self-regulation during elementary school played a mediating role between EC in preschool and social development in middle childhood. (As Provided). |
Anmerkungen | Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |