Components of Self Regulation in the Preschool Years [electronic resource] : Developmental Stability, Validity, and Relationship to Classroom Behavior / Adam Winsler, J. Rene De Leon and Martha Carlton.
This study explored the inter-relationships and developmental stability of inhibitory motor control, attentional control, delay of gratification, and resistance to temptation with 32 preschool children, and related these components of self-regulation to children's behavior at home and in the cl...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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MARC
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| 099 | |f ERIC DOC # |a ED413058 | ||
| 100 | 1 | |a Winsler, Adam. | |
| 245 | 1 | 0 | |a Components of Self Regulation in the Preschool Years |h [electronic resource] : |b Developmental Stability, Validity, and Relationship to Classroom Behavior / |c Adam Winsler, J. Rene De Leon and Martha Carlton. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 20 p. | ||
| 500 | |a ERIC Document Number: ED413058. | ||
| 500 | |a ERIC Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (62nd, Washington, DC, April 3-6, 1997). |5 ericd. | ||
| 520 | |a This study explored the inter-relationships and developmental stability of inhibitory motor control, attentional control, delay of gratification, and resistance to temptation with 32 preschool children, and related these components of self-regulation to children's behavior at home and in the classroom. The children completed the T.O.V.A. (Greenberg & Waldman, 1993), the Cookie Delay Task (Campbell et al., 1982), the Draw-a-Line Slowly task (Maccoby et al., 1965), and a Resistance to Temptation task (Campbell et al., 1994). Parents and teachers reported on children's social skills and behavior problems, and naturalistic observations of children's behavior in the preschool classroom were conducted. The self-regulation measures showed high validity in terms of their relation with children's behavior at school, poor to modest cross-measure correlations, and modest to moderate temporal stability. In general, children who had greater self-regulation had fewer behavior problems at school, demonstrated better social skills, had more positive and frequent peer interactions at school, and engaged more often in on-task classroom activities. Laboratory measures were more strongly related to children's classroom behavior than behavior at home and most relations observed strengthened with age. (Author/JPB) | ||
| 650 | 1 | 7 | |a Attention Control. |2 ericd. |
| 650 | 0 | 7 | |a Behavior Development. |2 ericd. |
| 650 | 0 | 7 | |a Behavior Patterns. |2 ericd. |
| 650 | 0 | 7 | |a Behavior Problems. |2 ericd. |
| 650 | 0 | 7 | |a Child Development. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 1 | 7 | |a Delay of Gratification. |2 ericd. |
| 650 | 0 | 7 | |a Family Environment. |2 ericd. |
| 650 | 1 | 7 | |a Inhibition. |2 ericd. |
| 650 | 0 | 7 | |a Interpersonal Competence. |2 ericd. |
| 650 | 0 | 7 | |a Motor Development. |2 ericd. |
| 650 | 1 | 7 | |a Preschool Children. |2 ericd. |
| 650 | 0 | 7 | |a Preschool Education. |2 ericd. |
| 650 | 1 | 7 | |a Resistance to Temptation. |2 ericd. |
| 650 | 0 | 7 | |a Self Control. |2 ericd. |
| 650 | 0 | 7 | |a Self Management. |2 ericd. |
| 700 | 1 | |a De Leon, J. Rene. | |
| 700 | 1 | |a Carlton, Martha. | |
| 700 | 1 | |a Barry, Maryann J. | |
| 700 | 1 | |a Jenkins, Tammy. | |
| 700 | 1 | |a Carter, Kermit L. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED413058.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED413058 |h Other scheme |i web |n 1 |