Abstract
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 |
---|---|
Original language | German |
Pages (from-to) | 165-174 |
Number of pages | 10 |
Journal | Psychologie in Erziehung und Unterricht |
Volume | 61 |
Issue number | 3 |
DOIs | |
State | Published - 2014 |
Keywords
- Emerging academic outcomes
- Measurement
- Preschool
- Self-regulation
ASJC Scopus subject areas
- Developmental and Educational Psychology