Preliminary Construct and Concurrent Validity of the Preschool Self-Regulation Assessment (PSRA) for Field-Based Research

Autor/inn/en	Smith-Donald, Radiah; Raver, C. Cybele; Hayes, Tiffany; Richardson, Breeze
Titel	Preliminary Construct and Concurrent Validity of the Preschool Self-Regulation Assessment (PSRA) for Field-Based Research
Quelle	In: Early Childhood Research Quarterly, 22 (2007) 2, S.173-187 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2007.01.002
Schlagwörter	Evaluation Methods; Behavior Problems; Self Control; Correlation; Performance Based Assessment; Disadvantaged Youth; Validity; Preschool Children; Interpersonal Competence; Factor Analysis; Academic Ability + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Korrelation; Leistungsermittlung; Benachteiligter Jugendlicher; Gültigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Faktorenanalyse
Abstract	This study introduces a portable direct assessment of young children's self-regulation--the Preschool Self-Regulation Assessment (PSRA). The PSRA was designed to assess self-regulation in emotional, attentional, and behavioral domains by using a brief, structured battery of tasks in conjunction with a global report of children's behavior. Factor analyses from a pilot sample (N=63) of Head Start children revealed two self-regulation factors reflecting children's performance on tasks of impulse control and tasks of compliance/executive control. Assessor report of children's behavior during the assessment was reduced into two additional factors reflecting children's global attention/impulse control and positive emotion. Moderate correlations between self-regulation factors and children's social competence, behavior problems, and early academic skills, provide preliminary evidence of the new measure's validity, and additional empirical evidence for bivariate relations between academic and self-regulatory competence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10