Erfassung der selbstregulation vor dem schuleintritt

Translated title of the contribution: Measuring self-regulation before school entry

Antje Von Suchodoletz, Caterina Gawrilow, Catherine Gunzenhauser, Julia Merkt, Marcus Hasselhorn, Shannon B. Wanless, Megan M. McClelland

Research output: Contribution to journalArticle

Abstract

Self-regulation is an important aspect of school readiness. In their theory of self-regulation, Blair and Ursache (2011) assume that executive function serve a critical role in regulating behavior. The present study explores the validity of different self-regulation measures before school entry and their relationship to school relevant precursor skills. Self-regulation of 311 preschool children between the ages three and seven years was assessed using executive function tasks, the Head-Toes-Knees-Shoulders Task, and parent and teacher reports. Results demonstrate heterogeneity in convergence between measures. Further analyses showed that the diverse measures of self-regulation explain a different amount of variance in emerging academic outcomes.

Original languageGerman
Pages (from-to)165-174
Number of pages10
JournalPsychologie in Erziehung und Unterricht
Volume61
Issue number3
DOIs
StatePublished - 2014

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Keywords

  • Emerging academic outcomes
  • Measurement
  • Preschool
  • Self-regulation

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Von Suchodoletz, A., Gawrilow, C., Gunzenhauser, C., Merkt, J., Hasselhorn, M., Wanless, S. B., & McClelland, M. M. (2014). Erfassung der selbstregulation vor dem schuleintritt. Psychologie in Erziehung und Unterricht, 61(3), 165-174. https://doi.org/10.2378/peu2014.art13d