Record Details
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement |
| Names |
Schmitt, Sara A.
(creator) Pratt, Megan E. (creator) McClelland, Megan M. (creator) |
| Date Issued | 2014-07-01 (iso8601) |
| Note | This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/toc/heed20/current#.U9Ls4BDDtQI. |
| Abstract | The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant, positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Discussion focuses on domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and relations to early achievement. |
| Genre | Article |
| Topic | behavioral self-regulation |
| Identifier | Schmitt, S. A., Pratt, M. E., & McClelland, M. M. (2014). Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement. Early Education and Development, 25(5), 641-660. doi:10.1080/10409289.2014.850397 |
