The relation between early self‐regulation and classroom context: The role of adult presence, the task’s source of initiation, and social context

Abstract

Background. Recent research emphasizes the role of the classroom context in promoting self-regulation development. However, the results are equivocal. Additionally, research tends to focus on studying the two extremes of classroom contexts (e.g., teacher fully involved vs. teacher absent during a task), which does not represent the everyday reality of the classroom.Aims. To explore the extent to which children's self-regulation differs across activities with different instructional characteristics, while adopting a fine-grained approach, which explores the middle ground between the two extremes of classroom contexts.Sample. The participants were 36 children aged 6-8 (50% female).Methods. The children participated in a variety of activities in classroom contexts that differed in terms of: (1) level of teacher involvement, (2) whether activities were teacherinitiated and -led or child-initiated and -led, and (3) social context, that is, individual, pair, or group tasks. More than 15,000 micro-episodes of self-regulatory behaviours were coded, based on the C.Ind.Le coding framework.Results and Conclusions. The classroom context had an effect on children's selfregulation rates. The children showed significantly more self-regulation when the teacher was absent, compared to involved in the activity, and more self-regulation when the teacher was involved compared to just present. More self-regulation was evident when the activity was either completely teacher-initiated and led or child-initiated and led, compared to teacher-initiated but child-led. Finally, the rate of self-regulation was significantly higher in pair and individual activities, compared to larger-group activities. These findings could support policy and practice to promote contexts that encourage self-regulatory development.Self-regulation abilities are important for the development of children as learners, for children's educational achievement (Higgins, 2013) and for their well-being in later life (e.g., fewer emotional problems and felony arrests) (Bronson, 2000;Perry, 2013;Schweinhart & Weikart, 1998). Self-regulation is defined as the monitoring and control of all aspects of human behaviour, including cognitive, emotional, social, and motivational elements (Boekaerts & Niemivirta, 2000;Bronson, 2000), while acknowledging metacognition as the central cognitive element of self-regulation (Whitebread et al.,

Staying self-regulated in the classroom: The role of children’s executive functions and situational factors

“…Across the day children need to pay attention, make plans, and keep their emotions in a balanced state, relying on a skillset commonly referred to as self-regulation (McClelland & Cameron, 2012). Selfregulation is generally assumed to be a stable skill within a child (Gooch et al, 2016;Zachariou & Whitebread, 2022). However, recent work suggests that children's selfregulation can vary across situations (McCoy et al, 2022;Timmons et al, 2016;Zachariou & Whitebread, 2022).…”

“…Selfregulation is generally assumed to be a stable skill within a child (Gooch et al, 2016;Zachariou & Whitebread, 2022). However, recent work suggests that children's selfregulation can vary across situations (McCoy et al, 2022;Timmons et al, 2016;Zachariou & Whitebread, 2022). Little is known about factors that might be associated with this variation.…”

“…Whitebread et al (2007) also examined group size and found that children showed more instances of regulation when they worked in pairs, followed by small groups and whole class. A more recent study by Zachariou and Whitebread (2022) applied a similar coding approach to Whitebread et al (2007) and coded the frequency of regulatory behaviour of the same 6-to 8-year-old children in different musical play activities with varying levels of teacher involvement. They found most instances of regulatory behaviour during play in pairs, followed by individual play and group play (Zachariou & Whitebread, 2022).…”

Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.)

“…We mention another study conducted on a sample of 147 children aged 4–6 years old, who took part in a training program called the Aprender a convivir Program, implemented for a period of 12 weeks, which aimed to improve life and social skills; children who participated in this program recorded the following results: the EG to which the program was implemented to registered higher pre-test scores from a statistical point of view for scale A of social skills, where p = 0.001 [ 55 ]. A series of studies have addressed aspects related to the socio-emotional skills of preschoolers, demonstrating the importance of the impact of training programs in optimizing positive behaviours in pre-schoolers [ 56 , 57 , 58 , 59 , 60 ].…”

Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention

“…For this reason, and given that in the educational realm the importance of well-being is acknowledged [ 72 , 73 , 74 ] and that interventions in emotional regulation are recommended in primary school to improve well-being [ 75 , 76 , 77 , 78 ], the objective of this research was to develop a school program where students will learn to breathe steadily approximately six breaths per minute. This training process will be monitored by a biofeedback technique where HRV changes will be informed to participants.…”