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Gender Differences in Social Mastery Motivation and Its Relationships to Vocabulary Knowledge, Behavioral Self-Regulation, and Socioemotional Skills
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Fung, Wing-kai; Chung, Kevin Kien-hoa; Cheng, Rebecca Wing-yi – Early Education and Development, 2019
The present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents…
Descriptors: Foreign Countries, Gender Differences, Interpersonal Competence, Social Behavior
Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany
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von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers – Early Education and Development, 2015
Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the…
Descriptors: Foreign Countries, Young Children, Kindergarten, Self Control
Two-Year Impact of a Mindfulness-Based Program on Preschoolers' Self-Regulation and Academic Performance
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Thierry, Karen L.; Bryant, Heather L.; Nobles, Sandra Speegle; Norris, Karen S. – Early Education and Development, 2016
Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas…
Descriptors: Metacognition, Self Control, Kindergarten, Preschool Children
Children's Self-Regulation in the Context of Participatory Pedagogy in Early Childhood Education
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Kangas, Jonna; Ojala, Mikko; Venninen, Tuulikki – Early Education and Development, 2015
Research Findings: Research has shown that self-regulation can support child development in the areas of children's attentional flexibility, working memory, and inhibitory control for excluding impulsive responses. How this is actually related in everyday pedagogical early childhood education (ECE) activities has rarely been studied in detail. In…
Descriptors: Self Control, Early Childhood Education, Foreign Countries, Surveys
Self-Regulation across Different Contexts: Findings in Young Albanian Children
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von Suchodoletz, Antje; Uka, Fitim; Larsen, Ross A. A. A. – Early Education and Development, 2015
Research Findings: The importance of self-regulation for children's successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young…
Descriptors: Foreign Countries, Self Control, Context Effect, Factor Analysis
Behavioral Regulation and Early Academic Achievement in Taiwan
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Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Chen, Fu-Mei; Chen, Jo-Lin – Early Education and Development, 2011
Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study…
Descriptors: School Readiness, Academic Achievement, Young Children, Short Term Memory