The Longitudinal Influence of Self-Regulation on School Performance and Behavior Problems From Preschool to Elementary School

Rademacher, Annika

doi:10.1080/02568543.2020.1847219

Cited by 14 publications

(10 citation statements)

References 65 publications

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“…Young children who consider the needs of others and observe social norms are more likely to build positive relationships with peers and develop strong friendships (Coolahan et al, 2000). Such children also appear more likely to experience academic success, even when controlling for intelligence (Rademacher, 2020). Comparatively, children at risk of ADHD may struggle with these competencies (Thomas et al, 2011) and may experience difficulties in adjusting to the social structures and expectations presented in formal schooling and beyond (McConaughy et al, 2011; Ryan & Shim, 2008).…”

Section: Hyperactivity and Inattentionmentioning

confidence: 99%

Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis.

Granziera¹,

Collie²,

Martin³

et al. 2023

Journal of Educational Psychology

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We used latent profile analysis to identify major behavioral self-regulation profiles among children who were assessed as developmentally vulnerable in terms of hyperactivity and inattention. We examined three domains of behavioral regulation: (a) cognitive-behavioral regulation by way of learning behaviors; (b) social-behavioral regulation by way of socially responsible behaviors; and (c) emotional-behavioral regulation by way of aggressive-disruptive behaviors. We employed data from the population of New South Wales (NSW) children who were in their first year of school (viz., kindergarten) and who had been assessed as developmentally vulnerable in terms of hyperactivity and inattention in the Australian Early Development Census in 2009 (Cohort 1; N = 10,223) and 2012 (Cohort 2; N = 9,360). In both cohorts, we identified six similar profiles: the well-regulated (12%), moderately-regulated (25%), aggressive-regulated (7%), mixed-unregulated (32%), nonaggressive-unregulated (10%), and aggressive-unregulated profiles (14%). Sociodemographic characteristics were significantly associated with profile membership. For Cohort 1, we also found that the profiles differed in the extent to which children went on to receive a formal Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis. Together, the findings have implications for early intervention for various behavioral self-regulation profiles among developmentally vulnerable children. Educational Impact and Implications StatementWe examined behavioral self-regulation profiles among kindergarten children who were assessed as developmentally vulnerable in terms of hyperactivity and inattention. We examined three types of behavioral self-regulation: learning behaviors (e.g., staying on task), socially responsible behaviors (e.g., exhibiting respect for others), and aggressive-disruptive behaviors (e.g., hurting other children). To identify the profiles, we determined how students fared on the three behaviors and then grouped similar children into profiles according to patterns of similar behavior. Results revealed six profiles that were replicated across two cohorts of children. In addition, results yield understanding about profiles that were more (or less) likely to be associated with a subsequent diagnosis of ADHD up to 5 years later. The findings hold implications for efforts to promote behavioral self-regulation among children, along with the development of interventions that are targeted to the unique needs of each profile.

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Section: Hyperactivity and Inattentionmentioning

confidence: 99%

Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis.

Granziera¹,

Collie²,

Martin³

et al. 2023

Journal of Educational Psychology

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“…Ayrıca erken dönemde otizm spektrum bozukluğu olan çocuklarda (Güven ve Diken, 2014;Mazurik-Charles ve Stefanua, 2010) ve dikkat eksiği ve hiperaktivite bozukluğu olan çocuklarda (Lauth vd., 2006) gelişim özelliklerine yönelik sergiledikleri davranışsal örüntülerin başarılı bir geçiş için iyileştirmeye gidilmesi gerektiği vurgulanmıştır. Öz düzenleme becerilerinin de (Papay vd., 2015;Rademacher, 2020) okul öncesinden ilkokula geçişte okul performansı ve problem davranışların etkili olduğu bildirilmektedir. Risk grubunda yer alan çocuklara öz düzenleme, kendi kaderini tayin etme vb.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

Okul Öncesi Öğretmenlerinin Geçiş Sürecini Değerlendirmesi: Risk Grubunda Yer Alan Çocuklar Açısından (Preschool Teachers Evaluation of the Transition Process: Perspective of Children in the Risk Group)

Er¹,

Karaman²,

Doğru³

2022

TR1010

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“…Following McCardle and Hadwin [21] that mentioned -SRL cannot be measured as aggregated across time and tasks, nor can it be measured as a single learning event‖ (p. 60), this study measured motivation, cognitive, and metacognitive SRL longitudinally [22,23]. It is believed that a longitudinal study would help to gain insights into the evolution of students' motivational beliefs and strategies over time.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of the Predictability of Final Scores for Freshmen and Upper-Level Students in Blended Learning Courses

Esnaashari¹,

Gardner²,

Rehm³

et al. 2023

IJIET

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This study investigates final scores predictability based on students’ longitudinally reported motivation belief and the use of learning strategies in blended learning (BL) courses for freshmen and upper-level students. The Motivated Strategies for Learning Questionnaire was administered three times to measure students’ motivation belief and use of learning strategies (N=314) and collected 850 viable surveys. Firstly, an investigation of the dynamics of the factors involved with students’ motivational belief and use of learning strategies was completed. It was found that freshmen students’ motivation dropped until the mid-term and it increased again as the course progressed towards the end, whereas, upper-level students’ motivation continued to drop throughout the course. In terms of the predictability of final scores, at construct level, stepwise regression chose motivation as predictors of freshmen’s final score and strategy used as a predictor for upper-level students. The paper also discusses the implications of the study related to self-regulation learning theory, learning analytics, and instructional design.

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The Longitudinal Influence of Self-Regulation on School Performance and Behavior Problems From Preschool to Elementary School

Cited by 14 publications

References 65 publications

Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis.

Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis.

Okul Öncesi Öğretmenlerinin Geçiş Sürecini Değerlendirmesi: Risk Grubunda Yer Alan Çocuklar Açısından (Preschool Teachers Evaluation of the Transition Process: Perspective of Children in the Risk Group)

A Comparison of the Predictability of Final Scores for Freshmen and Upper-Level Students in Blended Learning Courses

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