Unique and joint contributions of behavioral and emotional self-regulation to school readiness.
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| Title: | Unique and joint contributions of behavioral and emotional self-regulation to school readiness. |
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| Authors: | Guedes, Carolina (AUTHOR), Ferreira, Tiago (AUTHOR), Leal, Teresa (AUTHOR), Cadima, Joana (AUTHOR) |
| Source: | Applied Developmental Science. Apr-Jun2023, Vol. 27 Issue 2, p136-155. 20p. 7 Charts. |
| Subjects: | Emotion regulation, Readiness for school, Emergent literacy, Social skills, Problem solving in children, Preschool children |
| Abstract: | This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; Mage = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children's behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children's emotional self-regulation. In the second assessment wave, individual assessments on children's expressive vocabulary, syntactic knowledge, oral-narrative production, and social problem-solving skills were conducted. The results showed that the children's emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; Mage = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children's behavioral self-regulation and receptive vocabulary were individually assessed. The teachers reported on children's emotional self-regulation. In the second assessment wave, individual assessments on children's expressive vocabulary, syntactic knowledge, oral-narrative production, and social problem-solving skills were conducted. The results showed that the children's emergent literacy and early social skills were more related to their behavioral self-regulation than to their emotional self-regulation. Child sex moderated the links between behavioral self-regulation and oral-narrative production skills and the link between emotional self-regulation and early social skills. These findings may have important implications for planning early interventions for developing self-regulation skills. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10888691 |
| DOI: | 10.1080/10888691.2022.2045200 |
