Regulatory Contributors to Children’s Kindergarten Achievement.
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Susan D. Calkins, Professor (Creator)
- Arthur D. Anastopoulos, Professor and Director of ADHD Clinic (Contributor)
- Robin Howse (Contributor)
- Susan P. Keane, Professor (Contributor)
- Terri L. Shelton, Vice Chancellor (Contributor)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: The present study sought to examine whether preschool children’s emotion regulation, problem behaviors, and kindergarten behavioral self-regulation in the classroom were predictors of kindergarten achievement scores. The children (N = 122, 47% male and 63% European American) who were participating in an ongoing longitudinal study, were seen at both a preschool and kindergarten assessment. The present study examined the relation between parent report, teacher report, and laboratory measures of regulation and children’s achievement test scores. Children’s emotion regulation and behavioral self-regulation in the classroom were related to all measures of achievement. The relation between preschool emotion regulation and kindergarten achievement was mediated by behavioral self-regulation in the kindergarten classroom. In addition, all measures of regulation were correlated, suggesting that some children who have difficulty regulating their behavior in one setting (such as home) may also have difficulty with regulation in other settings (such as school).
Regulatory Contributors to Children’s Kindergarten Achievement.
PDF (Portable Document Format)
606 KB
Created on 1/1/2003
Views: 9198
Additional Information
- Publication
- Early Education and Development 14, 101-119.
- Language: English
- Date: 2003
- Keywords
- Kindergarten achievement scores, Behaviors