Self-regulation is an important aspect of school readiness. In their theory of self-regulation, Blair and Ursache (2011) assume that executive function serve a critical role in regulating behavior. The present study explores the validity of different self-regulation measures before school entry and their relationship to school relevant precursor skills. Self-regulation of 311 preschool children between the ages three and seven years was assessed using executive function tasks, the Head-Toes-Knees-Shoulders Task, and parent and teacher reports. Results demonstrate heterogeneity in convergence between measures. Further analyses showed that the diverse measures of self-regulation explain a different amount of variance in emerging academic outcomes.
|Translated title of the contribution||Measuring self-regulation before school entry|
|Number of pages||10|
|Journal||Psychologie in Erziehung und Unterricht|
|State||Published - 2014|
- Emerging academic outcomes
ASJC Scopus subject areas
- Developmental and Educational Psychology