Literaturnachweis - Detailanzeige
Autor/inn/en | Rademacher, Annika; Zumbach, Jelena; Koglin, Ute |
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Titel | Cross-Lagged Effects of Self-Regulation Skills and Behaviour Problems in the Transition from Preschool to Elementary School |
Quelle | In: Early Child Development and Care, 192 (2022) 4, S.631-637 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rademacher, Annika) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2020.1784891 |
Schlagwörter | Metacognition; Self Control; Behavior Problems; Early Intervention; Preschool Education; Elementary School Students; School Readiness; Student Adjustment; Longitudinal Studies; Developmental Tasks; Prediction; Foreign Countries; Rating Scales; Germany Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungsaufgabe; Vorhersage; Ausland; Rating-Skala; Deutschland |
Abstract | The transition from preschool to elementary school requires high adaptive behaviours. Our study's aim is to analyze the reciprocal effects between self-regulation and behaviour problems during this transitional phase. Study results are based on longitudinal data collected at preschool and elementary school. Children's level of behaviour problems at school is predicted by preschool self-regulation skills and earlier behaviour problems. An optimal self-regulation is a substantial resource during the transitional phase and early interventions targeting at strengthening self-regulation skills are indicated. (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 |