Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes

In the present study, we examined the extent to which teacher-rated self-regulation and directly assessed executive function skills were independently, additively, or synergistically related to academic achievement during the transition to kindergarten. The sample included 126 children (42% female; Mage = 4.73 years) from families with low incomes who participated in a larger evaluation of state-funded preschool. Regression models with children nested in their respective preschool classrooms investigated main effects and moderated effects of teacher-rated self-regulation skills manifested in preschool classroom behaviors and cognitive executive function skills assessed through direct assessments on math, literacy, and vocabulary in the spring of preschool and in the fall of kindergarten. Results revealed independent but not additive relations between executive function and math in the spring of preschool and self-regulation and literacy in the fall of kindergarten. One significant interaction emerged providing evidence for synergistic relations between teacher-rated self-regulation and directly assessed executive function for literacy at both timepoints across the transition to kindergarten. Implications for policy and practice are discussed.

Download Full-text

The Role of Preschool Peers in Children's Language Development

Seminars in Speech and Language ◽

10.1055/s-0041-1723838 ◽

2021 ◽

Vol 42 (02) ◽

pp. 088-100

Author(s):

Kelly M. Purtell ◽

Arya Ansari ◽

Qingqing Yang ◽

Caroline P. Bartholomew

Keyword(s):

Language Development ◽

Research Policy ◽

The United States ◽

Learning And Development ◽

Policy And Practice ◽

Preschool Classrooms ◽

Early Language Development ◽

Maximum Benefit ◽

Recent Attention

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

Download Full-text

The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

SHS Web of Conferences ◽

10.1051/shsconf/20184200036 ◽

2018 ◽

Vol 42 ◽

pp. 00036

Author(s):

I Putu Suyoga Dharma ◽

Pande Agus Adiwijaya

Keyword(s):

Significant Interaction ◽

Self Regulation ◽

Problem Based Learning ◽

Teaching Model ◽

Self Assessment ◽

Significance Level ◽

Self Regulated Learning ◽

Writing Competency ◽

Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

Download Full-text

Assessing Moderator Effects, Main Effects, and Simple Effects Without Collinearity Problems in Moderated Regression Models

SSRN Electronic Journal ◽

10.2139/ssrn.3980056 ◽

2021 ◽

Author(s):

Sang-June Park ◽

Youjae Yi

Keyword(s):

Regression Models ◽

Moderator Effects ◽

Main Effects

Download Full-text

Differences between Pre-K and Kindergarten classroom experiences: do they predict children's social-emotional skills and self-regulation across the transition to kindergarten?

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2021.11.009 ◽

2022 ◽

Vol 59 ◽

pp. 287-299

Author(s):

Virginia E. Vitiello ◽

Tutrang Nguyen ◽

Erik Ruzek ◽

Robert C. Pianta ◽

Jessica Vick Whittaker

Keyword(s):

Self Regulation ◽

Classroom Experiences ◽

Social Emotional ◽

Emotional Skills ◽

Transition To Kindergarten ◽

Kindergarten Classroom

Download Full-text

Separate Room Testing Accommodations for Students With and Without ADHD

Journal of Psychoeducational Assessment ◽

10.1177/0734282918801420 ◽

2018 ◽

Vol 37 (7) ◽

pp. 852-862 ◽

Cited By ~ 2

Author(s):

Benjamin J. Lovett ◽

Lawrence J. Lewandowski ◽

Lindsey Carter

Keyword(s):

Test Performance ◽

Significant Interaction ◽

Testing Accommodations ◽

Hyperactivity Disorder ◽

Level Data ◽

Parallel Forms ◽

Performance Patterns ◽

Students With Adhd ◽

Main Effects ◽

Separate Room

Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with ( n = 27) and without ( n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.

Download Full-text

Relationships between tennis experience, executive function, and self-regulation of dietary behaviour in children

International Journal of Sport and Exercise Psychology ◽

10.1080/1612197x.2018.1511625 ◽

2018 ◽

Vol 18 (2) ◽

pp. 143-155

Author(s):

Toru Ishihara ◽

Kuroda Yuta ◽

Masao Mizuno

Keyword(s):

Executive Function ◽

Self Regulation ◽

Dietary Behaviour

Download Full-text

Perceptions of emotional abuse in the coach–athlete relationship in youth sport: The influence of competitive level and outcome

International Journal of Sports Science & Coaching ◽

10.1177/1747954116676103 ◽

2016 ◽

Vol 11 (6) ◽

pp. 772-779 ◽

Cited By ~ 4

Author(s):

Misia Gervis ◽

Daniel Rhind ◽

Amber Luzar

Keyword(s):

Emotional Abuse ◽

Youth Sport ◽

Well Being ◽

Situational Factors ◽

Point Scale ◽

Policy And Practice ◽

Performance Outcome ◽

Abusive Behaviour ◽

And Performance ◽

Main Effects

Emotional abuse has been highlighted as a key issue within the youth sport context. The present study investigated how perceptions of emotional abuse are influenced by situational factors. Two hundred and eight participants (107 athletes and 101 coaches) were shown a series of vignettes depicting emotionally abusive behaviour by a coach towards a 14-year-old athlete. Differences in perceptions were explored in relation to the level of competition (elite, county and club) and performance outcome (successful/unsuccessful) depicted in the vignette. Participants rated each vignette on a 5-point scale in terms of the extent to which the coach’s behaviour had an impact on the athlete’s performance and well-being as well as the perceived commonality and acceptability of the behaviour. Two-way ANOVAs revealed that competitive level and performance outcome, both as main effects and as an interaction, significantly influenced perceptions. These findings can inform policy and practice to change attitudes and behaviours which support and justify emotionally abusive behaviours in youth sport contexts.

Download Full-text

Effects of Ethnicity in Attitudes toward Writing

Psychological Reports ◽

10.2466/pr0.1993.72.1.39 ◽

1993 ◽

Vol 72 (1) ◽

pp. 39-45 ◽

Cited By ~ 5

Author(s):

Ruth E. Knudson

Keyword(s):

School Districts ◽

Significant Interaction ◽

Hispanic Students ◽

Asian Students ◽

Older Students ◽

Attitudes Toward Writing ◽

Competing Hypotheses ◽

Anglo American ◽

Main Effects

The purpose of this study was to assess the effects of ethnicity (as culture) on attitudes toward writing of students in Grades 4 to 8. A 19-item survey was administered to 1798 students in Grades 4 to 8 in ten schools in three school districts. There was no significant effect of ethnicity on the Total score, but there were significant main effects for grade and for gender and a significant interaction only for ethnicity by grade. Follow-up of significant main effects using Scheffé tests indicated that older students have higher scores than younger ones, suggesting their attitudes are less positive and girls have lower scores than boys, indicating their attitudes are more positive. The interaction of ethnicity by grade points to a pattern of Anglo-American and Hispanic students having higher (less positive) scores at each grade. This pattern is similar for black and Asian students, but in Grade 7 black and Asian students have lower scores than those in Grade 6. Competing hypotheses to explain the main effects are discussed. Results of analyses of the three factors reported in the development of this instrument in addition to the analysis of the total score are also discussed.

Download Full-text

Age Related Changes in the Executive Function of Colombian Children

Universitas Psychologica ◽

10.11144/javeriana.upsy15-5.arce ◽

2017 ◽

Vol 15 (5) ◽

Author(s):

Nathalia Cadavid Ruiz ◽

Pablo Del Río ◽

Jaime Egido ◽

Purificación Galindo

Keyword(s):

Executive Function ◽

Cognitive Process ◽

Economic Status ◽

Self Regulation ◽

Developmental Trajectory ◽

Socio Economic Status ◽

Cultural Variables ◽

Age Related ◽

Sex Type ◽

Type Of School

Executive Function (EF) is a higher cognitive process responsible for control and self-regulation of behavior. The aim of this study is to describe the developmental trajectory of EF in four and six-year old Colombian children, and to highlight possible differences by socio-cultural variables such as age, sex, type of school or socio-economic status. One hundred and sixty-three normotypical children were tested using psychological tests validated for a Spanish population belonging to the Weschler and Luria Initial batteries. HJ-biplot analysis showed that EF developed commensurate with age and school grade, although differences by socio-economic status and type of school were evident.

Download Full-text