Literaturnachweis - Detailanzeige
Autor/inn/en | Hutchinson, Lynda R.; Perry, Nancy E.; Shapka, Jenna D. |
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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
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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 |
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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |