Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation

Autor/inn/en	Howard, Steven J.; Vasseleu, E.; Neilsen-Hewett, C.; de Rosnay, M.; Williams, K. E.
Titel	Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation
Quelle	In: Child & Youth Care Forum, 51 (2022) 2, S.369-393 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howard, Steven J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-021-09636-y
Schlagwörter	Prediction; School Readiness; Self Control; Preschool Children; At Risk Students; Longitudinal Studies; Path Analysis; Structural Equation Models; Well Being; Child Development; Measurement Techniques; Scores; Evaluation Methods; Academic Achievement + Suchen Sie Ihr Suchwort? Vorhersage; Readiness for school; School ability; Schulreife; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pfadanalyse; Well-being; Wellness; Wohlbefinden; Kindesentwicklung; Messtechnik; Schulleistung
Abstract	Background: Over the past few decades early self-regulation has been identified as foundational to positive learning and wellbeing trajectories. As a consequence, a wide range of approaches have been developed to capture children's developmental progress in self-regulation. Little is known, however, about whether and which of these are reliable indicators of future ability and risk for young children. Objective: This study examined measures from prominent approaches to self-regulation assessment (i.e., task-based, observation, adult-report) to determine: their structure; how these predict future academic school readiness in 3-5-year-old children, individually and if combined; and whether thresholds could be ascertained to reliably discriminate those children at risk of poor academic outcomes. Methods: Longitudinal analyses were conducted on start-of-year self-regulation data from 217 children in the final year of pre-school, using three prominent approaches to self-regulation assessment, and their end-of-year school readiness data. Data were subjected to path analysis, structural equation modelling and receiver operating characteristic curve analyses. Results: Start-of-year cognitive self-regulation indices--but not behavioral or emotional self-regulation indices--from each approach reliably predicted school readiness 7 months later, just prior to commencing school. Only when combined into a composite score was a threshold with sufficient sensitivity and specificity for predicting school readiness risk established; yet this provided better prediction of true-negative than true-positive cases. Conclusions: Taken together, these results suggest the importance of cognitive self-regulation in particular for school readiness, as measured here, although self-regulation is just one of the contributing factors to school readiness risk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01