Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors

Autor/inn/en	Zakszeski, Brittany; Hojnoski, Robin L.; Dever, Bridget V.; DuPaul, George J.; McClelland, Megan M.
Titel	Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors
Quelle	In: School Psychology Review, 49 (2020) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zakszeski, Brittany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1717373
Schlagwörter	Self Management; Student Characteristics; Young Children; Kindergarten; Grade 1; Context Effect; Predictor Variables; Classroom Environment; Age Differences; Gender Differences; Racial Differences; Socioeconomic Status; At Risk Students; Teacher Student Relationship; Conflict; Positive Behavior Supports; Surveys; Longitudinal Studies; Behavior Development; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Selbstmanagement; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Prädiktor; Klassenklima; Unterrichtsklima; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Self-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set and four-level analyses to evaluate an ecological model of self-regulation development that considers student-, classroom-, and school-level factors in relation to teacher-rated self-regulation growth and outcomes across kindergarten and first grade. Analyses identified reliable associations for growth trajectories and the risk factors of being younger, male, and from a low socioeconomic status background; experiencing low student-teacher closeness and high student-teacher conflict; and attending a kindergarten class with lower levels of peer-displayed appropriate behavior. Findings signify the importance of service delivery aimed at advancing the school-based implementation of emotional and organizational supports to promote student-teacher interactions and class-wide demonstration of positive behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01