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 - Jan 1 2014

    Fingerprint

    Executive Function
    Toes
    Preschool Children
    Knee
    Head
    Self-Control

    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

    Erfassung der selbstregulation vor dem schuleintritt. / Von Suchodoletz, Antje; Gawrilow, Caterina; Gunzenhauser, Catherine; Merkt, Julia; Hasselhorn, Marcus; Wanless, Shannon B.; McClelland, Megan M.

    In: Psychologie in Erziehung und Unterricht, Vol. 61, No. 3, 01.01.2014, p. 165-174.

    Research output: Contribution to journalArticle

    Von Suchodoletz, A, Gawrilow, C, Gunzenhauser, C, Merkt, J, Hasselhorn, M, Wanless, SB & McClelland, MM 2014, 'Erfassung der selbstregulation vor dem schuleintritt', Psychologie in Erziehung und Unterricht, vol. 61, no. 3, pp. 165-174. https://doi.org/10.2378/peu2014.art13d
    Von Suchodoletz A, Gawrilow C, Gunzenhauser C, Merkt J, Hasselhorn M, Wanless SB et al. Erfassung der selbstregulation vor dem schuleintritt. Psychologie in Erziehung und Unterricht. 2014 Jan 1;61(3):165-174. https://doi.org/10.2378/peu2014.art13d
    Von Suchodoletz, Antje ; Gawrilow, Caterina ; Gunzenhauser, Catherine ; Merkt, Julia ; Hasselhorn, Marcus ; Wanless, Shannon B. ; McClelland, Megan M. / Erfassung der selbstregulation vor dem schuleintritt. In: Psychologie in Erziehung und Unterricht. 2014 ; Vol. 61, No. 3. pp. 165-174.
    @article{3dd34c0b259e4cf4ba1cf7cc7480deb7,
    title = "Erfassung der selbstregulation vor dem schuleintritt",
    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.",
    keywords = "Emerging academic outcomes, Measurement, Preschool, Self-regulation",
    author = "{Von Suchodoletz}, Antje and Caterina Gawrilow and Catherine Gunzenhauser and Julia Merkt and Marcus Hasselhorn and Wanless, {Shannon B.} and McClelland, {Megan M.}",
    year = "2014",
    month = "1",
    day = "1",
    doi = "10.2378/peu2014.art13d",
    language = "German",
    volume = "61",
    pages = "165--174",
    journal = "Psychologie in Erziehung und Unterricht",
    issn = "0342-183X",
    publisher = "Ernst Reinhardt Verlag",
    number = "3",

    }

    TY - JOUR

    T1 - Erfassung der selbstregulation vor dem schuleintritt

    AU - Von Suchodoletz, Antje

    AU - Gawrilow, Caterina

    AU - Gunzenhauser, Catherine

    AU - Merkt, Julia

    AU - Hasselhorn, Marcus

    AU - Wanless, Shannon B.

    AU - McClelland, Megan M.

    PY - 2014/1/1

    Y1 - 2014/1/1

    N2 - 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.

    AB - 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.

    KW - Emerging academic outcomes

    KW - Measurement

    KW - Preschool

    KW - Self-regulation

    UR - http://www.scopus.com/inward/record.url?scp=84904331704&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84904331704&partnerID=8YFLogxK

    U2 - 10.2378/peu2014.art13d

    DO - 10.2378/peu2014.art13d

    M3 - Article

    VL - 61

    SP - 165

    EP - 174

    JO - Psychologie in Erziehung und Unterricht

    JF - Psychologie in Erziehung und Unterricht

    SN - 0342-183X

    IS - 3

    ER -