Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children

Howse, Robin B.; Lange, Garrett; Farran, Dale C.; Boyles, Carolyn

doi:10.1080/00220970309602061

Cited by 233 publications

(178 citation statements)

References 13 publications

Supporting

Mentioning

155

Contrasting

Unclassified

Order By: Relevance

“…Consistent with the view that regulatory processes affect academic performance, in the National Institute of Child Health and Human Development Early Childcare Research Network study (2003) attentional regulation at fifty-four months of age was positively related to high scores on achievement in reading and math, as well as linguistic ability (for example, auditory comprehension and expressive language). In another study, kindergartners' behavioral tendencies to self-regulate attention and teachers' ratings of second-graders' self-regulation were significant predictors of reading achievement scores (Howse, Lange, Farran, & Boyles, 2003). Similarly, youths' emotion regulation has been positively related to reading and math scores (Hill & Craft, 2003), teacher-rated academic behavior skills (Hill and Craft), young adolescents' achievement scores, and teacher-rated academic competence, as well as with GPA when controlling for the effects of various cognitive variables (Gumora & Arsenio, 2002;Kurdek & Sinclair, 2000;Wills et al, 2001).…”

Section: Academics and Emotion Regulationmentioning

confidence: 93%

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Eisenberg

Sadovsky

Spinrad

2005

New Directions for Child and Adolescent Development

213

140

View full text Add to dashboard Cite

Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills.Recently there has been extensive discussion of the construct of emotion-related regulation, including its conceptualization, measurement, and relation to developmental outcomes. Definitions of the construct vary, but in general emotion-related regulation refers to processes used to manage and change if, when, and how one experiences emotions and emotion-related motivational and physiological states, and how emotions are expressed behaviorally. It is accomplished in diverse ways, notably through attentional and planning processes, inhibition or activation of behavior, and management of the external context.Children's emotion-related regulation (labeled herein regulation) is increasingly viewed as a core skill relevant to many aspects of their socio-emotional and cognitive functioning. A recent Academy of Science committee concluded that "the growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior" (Shonkoff & Phillips, 2000, p. 3). Similarly, in a report funded by the National Institutes of Health concerning risk factors for academic and behavioral problems at the beginning of school, Huffman, Mehlinger, and Kerivan (2000) concluded that emotion regulation is critical for children's competence.Like the members of the National Academy of Science committee, we believe that regulatory skills, including those involved in managing emotions and their expression, are central to many aspects of children's functioning. However, children's emotion-related regulation and other early developing abilities likely influence one another while they are emerging. In this chapter, we discuss links between children's regulation and two emerging skills: language and emotion understanding. In addition, we review findings on the relation of all three of these constructs to developmental outcomes that have infrequently been studied in relation to regulation: school readiness and academic skills. Finally, we propose a heuristic model for the interrelations among these variables, a model that has implications for research and for interventions with young people. Kopp (1989Kopp ( , 1992 suggested that language skills provide important tools for understanding and regulating children's emotions. Young children use language as a means to influence their environment. Specifically, children may use language in agentic self-managing talk, to communicate about social interactions, or to learn about appropriate ways to manage emotions. Consistent with this view, preschoolers' language skills have been positively correlated with their ability to use distraction in a frustrating situation (Stansbury & Zimmerman, 1999). In addition, language impairment is associated with boys' difficulty with emotion regulation (even for boys w...

show abstract

Section: Academics and Emotion Regulationmentioning

confidence: 93%

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Eisenberg

Sadovsky

Spinrad

2005

New Directions for Child and Adolescent Development

213

140

View full text Add to dashboard Cite

show abstract

“…Aslında okul öncesi öğretmenleri çocukların sosyal ve duygusal becerilerine diğer becerilerinden daha fazla önem vermektedirler (Boyd et al 2005). Ancak birçok ço-cuk yeterli sosyal ve duygusal beceriye sahip olmadan okul öncesi eğitim kurumlarına gelmekte (Blair 2002;Eisenberg et al 2004;McClelland et al 2007) ve özellikle düşük gelirli ailelerin çocukları bu becerilerden daha yoksun olarak eğitime başlamaktadır (Howse et al 2003).…”

unclassified

Okul Öncesi Öğretmenlerinin Hazırladıkları Etkinlik Planlarında Sosyal ve Duygusal Gelişim Alanına Yer Verme Düzeyi

Kiziltaş¹,

Ertör²,

Karademirb³

2018

MJH

View full text Add to dashboard Cite

Öz: Bu çalışmada okul öncesi öğretmenlerinin okul öncesi eğitim kurumlarında hazırladıkları planlarda hangi sosyal ve duygusal becerilere ne sıklıkla yer verdiğinin belirlenmesi amaçlanmıştır. Araştırmada belirlenen amaç doğrultusunda nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın verilerini Ağrı ili merkez ilçedeki bağımsız anaokullarında çalışan 38 okul öncesi öğretmeninin 2014-2015 eğitim-öğretim yılı bahar döneminde hazırlayarak uyguladıkları etkinlik planlarından doküman inceleme yöntemi ile edinilen veriler oluşturmaktadır. Elde edilen veriler içerik analizi kullanılarak çözümlenmiş ve elde edilen sonuçlar frekanslar halinde tablolarla verilmiştir. Araştırma sonucunda okul öncesi öğretmenleri-nin etkinlik planlarında çocuklar için en çok "kendisini yaratıcı yollarla ifade eder, kendisine ait özellikleri tanıtır, değişik ortamlardaki kurallara uyar ve bir olay ya da durumla ilgili olarak başkalarının duygularını açıklar" kazanımlarına yer verdikleri, en az ise "sanat eserlerinin değerini fark eder, başkalarıyla sorunlarını çözer, ailesiyle ilgili özellikleri tanıtır" kazanımlarına yer verdikleri görülmüştür. Etkinlik planlarında sosyal ve duygusal gelişimle ilgili olarak en çok "duygu düşünce ve hayallerini özgün yollarla ifade eder, adını ve/veya soyadını söyler" göstergelerine yer verildiği görülmüştür. Öğretmenlerin sosyal ve duygusal gelişimle ilgili en az yer verdikleri göstergeler ise "evin adresini söyler, telefon numarasını söyler, gerekli zamanlarda uzlaşmacı davranır, sanat eserleri ile ilgili duygularını açıklar ve başkalarının haklarını korumak için ne yapması gerektiğini söyler" göstergeleridir.Anahtar sözcükler: Okul Öncesi Eğitim, Sosyal ve Duygusal Gelişim, Etkinli Planı, Kazanım Abstract: The object of this study was to determine how often and which social and emotional skills are included in the plans prepared by preschool teachers in preschool education institutions. A case study among qualitative research designs was used in the direction to the purpose determined in this research. Data for this study was obtained through using the document analysis method regarding the activity plans prepared and applied by 38 pre-school teachers working in independent kindergartens in the central district of Ağrı Province. The data includes activity plans for the spring term of the 2014-2015 academic year. The data obtained was analyzed using content analysis and the results are given with frequencies in tables. As a result of this research, it was found that the pre-school teachers include achievements such as s

show abstract

“…For instance, studies of poverty have been linked to school size (Coldarci, 2006), trust (Goddard, Salloum, & Berebitsky, 2009), students' and teachers' sense of community (Battistich, Solomon, Kim, Watson, & Schaps, 1995), classroom and school technology use and integration (Page, 2002), growth trajectories in literacy among English language learners (Kieffer, 2008), public high school outcomes and college attendance rates (Toutkoushian & Curtis, 2005), the ability of young children (ages 5-8) to self-regulate (Howse, Lange, Farran, & Boyles, 2003), and course selection and enrollment in rigorous mathematics (Klopfenstein, 2005).…”

mentioning

confidence: 99%

Supporting Students Living Below the Poverty Line

Milner

Cunningham

Murray

et al. 2017

nyarj

View full text Add to dashboard Cite

Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children

Cited by 233 publications

References 13 publications

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Okul Öncesi Öğretmenlerinin Hazırladıkları Etkinlik Planlarında Sosyal ve Duygusal Gelişim Alanına Yer Verme Düzeyi

Supporting Students Living Below the Poverty Line

Contact Info

Product

Resources

About