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Direct linkHoward, Steven J.; Vasseleu, E.; Neilsen-Hewett, C.; de Rosnay, M.; Williams, K. E. – Child & Youth Care Forum, 2022
Background: Over the past few decades early self-regulation has been identified as foundational to positive learning and wellbeing trajectories. As a consequence, a wide range of approaches have been developed to capture children's developmental progress in self-regulation. Little is known, however, about whether and which of these are reliable…
Descriptors: Prediction, School Readiness, Self Control, Preschool Children
Heydarnejad, Tahereh; Hosseini Fatemi, Azar; Ghonsooly, Behzad – Journal of Applied Research in Higher Education, 2022
Purpose: For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored…
Descriptors: Metacognition, Self Control, English Literature, Teaching Styles
Altenburger, Lauren E.; Schoppe-Sullivan, Sarah J. – International Journal of Behavioral Development, 2021
Maternal gatekeeping is characterized by the extent to which mothers engage in behaviors that ultimately serve to inhibit (i.e., gate close) or encourage (i.e., gate open) father involvement in childrearing. This study considered direct and indirect associations between observed and reported maternal gatekeeping and children's social-emotional…
Descriptors: Mothers, Parent Child Relationship, Toddlers, Behavior Problems
Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa – Metacognition and Learning, 2015
An integrative framework for investigating self-regulated learning situated in students' favorite and least favorite courses was empirically tested in a sample of 178 high school and 280 college students. Building on cognitive, clinical, social, and educational conceptions of self-regulation, the current paper integrated affective (e.g.,…
Descriptors: Metacognition, Learning Strategies, Self Control, Prediction
Hipwell, Alison E.; Stepp, Stephanie; Feng, Xin; Burke, Jeff; Battista, Deena R.; Loeber, Rolf; Keenan, Kate – Journal of Child Psychology and Psychiatry, 2011
Background: Little is known about the role of oppositional defiant disorder (ODD) dimensions on the temporal unfolding of conduct disorder (CD) and depression in girls between childhood and adolescence. Method: The year-to-year associations between CD and depressive symptomatology were examined using nine waves of annually collected data (ages 8…
Descriptors: Behavior Disorders, Females, Children, Path Analysis
Weir, Kirsty F.; Jose, Paul E. – Journal of Early Adolescence, 2008
This study compares predictions from the Hopelessness Theory of depression (Abramson, Metalsky, & Alloy, 1989) with the Response Styles Theory of depression (RST; Nolen-Hoeksema, 1987) with data obtained from a preadolescent sample (ages 9 to 13 years). Three hundred ten preadolescents completed self-report measures of stress, sense of control,…
Descriptors: Preadolescents, Path Analysis, Depression (Psychology), Psychological Patterns
