Self-Regulation Across Different Contexts

Findings in Young Albanian Children

Antje Von Suchodoletz, Fitim Uka, Ross A.A.A. Larsen

    Research output: Contribution to journalArticle

    Abstract

    Research Findings: The importance of self-regulation for children’s successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young children across multiple contexts using a confirmatory factor analysis approach. Moreover, the study examined relations between self-regulation observed in different contexts and emergent vocabulary and math skills. Participants were 150 preschool-aged children from Kosovo, a lower middle-income region in southeastern Europe. The study involved a battery of performance-based measures and informant ratings selected to provide information about self-regulatory processes in various contexts. Tests of the relative fit of alternative models supported a multifactor model of self-regulation across different contexts. Furthermore, results indicated moderate interrelations among self-regulatory processes across different contexts. Self-regulation assessed in a structured one-to-one context was most strongly and uniquely related to emerging academic skills when all measures of self-regulation were included in a single model. Practice or Policy: The study adds to current efforts to understand the skill formation of children in low- and middle-income countries and might lay the groundwork for initiating a campaign in Kosovo focusing on the importance of self-regulation for children’s learning and development.

    Original languageEnglish (US)
    Pages (from-to)829-846
    Number of pages18
    JournalEarly Education and Development
    Volume26
    Issue number5-6
    DOIs
    StatePublished - Jan 1 2015

    Fingerprint

    Albanian
    self-regulation
    Kosovo
    income
    Vocabulary
    Preschool Children
    Southeastern Europe
    Self-Control
    Statistical Factor Analysis
    performance
    factor analysis
    vocabulary
    campaign
    rating
    Learning
    Research
    learning

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology

    Cite this

    Self-Regulation Across Different Contexts : Findings in Young Albanian Children. / Von Suchodoletz, Antje; Uka, Fitim; Larsen, Ross A.A.A.

    In: Early Education and Development, Vol. 26, No. 5-6, 01.01.2015, p. 829-846.

    Research output: Contribution to journalArticle

    Von Suchodoletz, Antje ; Uka, Fitim ; Larsen, Ross A.A.A. / Self-Regulation Across Different Contexts : Findings in Young Albanian Children. In: Early Education and Development. 2015 ; Vol. 26, No. 5-6. pp. 829-846.
    @article{b53756aa66d440bc955f163f4c7cdb44,
    title = "Self-Regulation Across Different Contexts: Findings in Young Albanian Children",
    abstract = "Research Findings: The importance of self-regulation for children’s successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young children across multiple contexts using a confirmatory factor analysis approach. Moreover, the study examined relations between self-regulation observed in different contexts and emergent vocabulary and math skills. Participants were 150 preschool-aged children from Kosovo, a lower middle-income region in southeastern Europe. The study involved a battery of performance-based measures and informant ratings selected to provide information about self-regulatory processes in various contexts. Tests of the relative fit of alternative models supported a multifactor model of self-regulation across different contexts. Furthermore, results indicated moderate interrelations among self-regulatory processes across different contexts. Self-regulation assessed in a structured one-to-one context was most strongly and uniquely related to emerging academic skills when all measures of self-regulation were included in a single model. Practice or Policy: The study adds to current efforts to understand the skill formation of children in low- and middle-income countries and might lay the groundwork for initiating a campaign in Kosovo focusing on the importance of self-regulation for children’s learning and development.",
    author = "{Von Suchodoletz}, Antje and Fitim Uka and Larsen, {Ross A.A.A.}",
    year = "2015",
    month = "1",
    day = "1",
    doi = "10.1080/10409289.2015.1012189",
    language = "English (US)",
    volume = "26",
    pages = "829--846",
    journal = "Early Education and Development",
    issn = "1040-9289",
    publisher = "Routledge",
    number = "5-6",

    }

    TY - JOUR

    T1 - Self-Regulation Across Different Contexts

    T2 - Findings in Young Albanian Children

    AU - Von Suchodoletz, Antje

    AU - Uka, Fitim

    AU - Larsen, Ross A.A.A.

    PY - 2015/1/1

    Y1 - 2015/1/1

    N2 - Research Findings: The importance of self-regulation for children’s successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young children across multiple contexts using a confirmatory factor analysis approach. Moreover, the study examined relations between self-regulation observed in different contexts and emergent vocabulary and math skills. Participants were 150 preschool-aged children from Kosovo, a lower middle-income region in southeastern Europe. The study involved a battery of performance-based measures and informant ratings selected to provide information about self-regulatory processes in various contexts. Tests of the relative fit of alternative models supported a multifactor model of self-regulation across different contexts. Furthermore, results indicated moderate interrelations among self-regulatory processes across different contexts. Self-regulation assessed in a structured one-to-one context was most strongly and uniquely related to emerging academic skills when all measures of self-regulation were included in a single model. Practice or Policy: The study adds to current efforts to understand the skill formation of children in low- and middle-income countries and might lay the groundwork for initiating a campaign in Kosovo focusing on the importance of self-regulation for children’s learning and development.

    AB - Research Findings: The importance of self-regulation for children’s successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young children across multiple contexts using a confirmatory factor analysis approach. Moreover, the study examined relations between self-regulation observed in different contexts and emergent vocabulary and math skills. Participants were 150 preschool-aged children from Kosovo, a lower middle-income region in southeastern Europe. The study involved a battery of performance-based measures and informant ratings selected to provide information about self-regulatory processes in various contexts. Tests of the relative fit of alternative models supported a multifactor model of self-regulation across different contexts. Furthermore, results indicated moderate interrelations among self-regulatory processes across different contexts. Self-regulation assessed in a structured one-to-one context was most strongly and uniquely related to emerging academic skills when all measures of self-regulation were included in a single model. Practice or Policy: The study adds to current efforts to understand the skill formation of children in low- and middle-income countries and might lay the groundwork for initiating a campaign in Kosovo focusing on the importance of self-regulation for children’s learning and development.

    UR - http://www.scopus.com/inward/record.url?scp=84938741061&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84938741061&partnerID=8YFLogxK

    U2 - 10.1080/10409289.2015.1012189

    DO - 10.1080/10409289.2015.1012189

    M3 - Article

    VL - 26

    SP - 829

    EP - 846

    JO - Early Education and Development

    JF - Early Education and Development

    SN - 1040-9289

    IS - 5-6

    ER -