Assessing Young Children's Self-Regulation in School Contexts

Autor/inn/en	Hutchinson, Lynda R.; Perry, Nancy E.; Shapka, Jenna D.
Titel	Assessing Young Children's Self-Regulation in School Contexts
Quelle	In: Assessment in Education: Principles, Policy & Practice, 28 (2021) 5-6, S.545-583 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hutchinson, Lynda R.) ORCID (Perry, Nancy E.) ORCID (Shapka, Jenna D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2021.1951161
Schlagwörter	Self Control; Elementary School Students; Student Evaluation; Measures (Individuals); Kindergarten; Emotional Response; Social Behavior; Foreign Countries; Factor Analysis; Student Behavior; Canada + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Schulnote; Studentische Bewertung; Messdaten; Emotionales Verhalten; Social behaviour; Soziales Verhalten; Ausland; Faktorenanalyse; Student behaviour; Schülerverhalten; Kanada
Abstract	Self-regulation describes how individuals assess and adapt to demands within and across environments. Research accumulated over the past quarter century identifies self-regulation as a powerful predictor of children's school success. However, studying young children's self-regulation in school is challenging. Tools that are easy and efficient to administer, closely linked to curriculum and learning in classrooms, and that do not require self-reports from children are needed. Here we report on the development and validation of the Self-Regulation In School Inventory (SRISI), a teacher-report tool designed to assess typically developing young children's self-regulation in school. Then, we present data from the SRISI that shows how different targets of self-regulation in school were related to one another, school adjustment, child gender, and achievement. Data were gathered from 28 teachers who provided ratings of 307 kindergarten children's (age range = 4.96-6.61 years old) self-regulation using the SRISI. An exploratory factor analysis on the SRISI items distinguished three targets of self-regulation in school: 'Emotion Regulation', 'Self-Regulation of/for Learning' and 'Socially Responsible Self-Regulation'. Path analysis confirmed the relationship between child gender and ER and SRSR, and between SRL and achievement. Findings are situated within a larger discussion concerning the assessment of young children's self-regulation in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11