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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.
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]
Copyright of Applied Developmental Science is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Unique and joint contributions of behavioral and emotional self-regulation to school readiness.
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  Data: <searchLink fieldCode="AR" term="%22Guedes%2C+Carolina%22">Guedes, Carolina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ferreira%2C+Tiago%22">Ferreira, Tiago</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leal%2C+Teresa%22">Leal, Teresa</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cadima%2C+Joana%22">Cadima, Joana</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Developmental+Science%22">Applied Developmental Science</searchLink>. Apr-Jun2023, Vol. 27 Issue 2, p136-155. 20p. 7 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+in+children%22">Problem solving in children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: <i>Copyright of Applied Developmental Science is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=162840609
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/10888691.2022.2045200
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 136
    Subjects:
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Readiness for school
        Type: general
      – SubjectFull: Emergent literacy
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Problem solving in children
        Type: general
      – SubjectFull: Preschool children
        Type: general
    Titles:
      – TitleFull: Unique and joint contributions of behavioral and emotional self-regulation to school readiness.
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            NameFull: Guedes, Carolina
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            NameFull: Ferreira, Tiago
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            NameFull: Leal, Teresa
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            NameFull: Cadima, Joana
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          Dates:
            – D: 01
              M: 04
              Text: Apr-Jun2023
              Type: published
              Y: 2023
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              Value: 27
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            – TitleFull: Applied Developmental Science
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