Examining the Dimensionality of Effortful Control in Preschool Children and Its Relation to Academic and Socioemotional Indicators

Autor/inn/en	Allan, Nicholas P.; Lonigan, Christopher J.
Titel	Examining the Dimensionality of Effortful Control in Preschool Children and Its Relation to Academic and Socioemotional Indicators
Quelle	In: Developmental Psychology, 47 (2011) 4, S.905-915 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0023748
Schlagwörter	Academic Achievement; Preschool Children; Psychopathology; Factor Analysis; Language Skills; Self Control; Child Development; Developmental Stages; Goal Orientation; Social Influences; Emotional Development; Social Development; Delay of Gratification; Phonological Awareness; Social Behavior; Correlation; Behavior Problems; Florida + Suchen Sie Ihr Suchwort? Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychopathologie; Faktorenanalyse; Language skill; Sprachkompetenz; Selbstbeherrschung; Kindesentwicklung; Zielorientierung; Zielvorstellung; Sozialer Einfluss; Gefühlsbildung; Soziale Entwicklung; Social behaviour; Soziales Verhalten; Korrelation
Abstract	Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot (affectively salient) and cool (affectively neutral) dimensions or by a single factor. Analyses revealed that EC is best described by a single factor, even when variance associated with children's language skills was removed. This EC factor was strongly related to measures of academic performance and significantly less related to measures of socioemotional development. (Contains 5 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10