Abstract/Details

How does emotion regulation of Head Start preschoolers relate to academic competence at the end of kindergarten? Evidence from longitudinal models


2010 2010

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Abstract (summary)

This longitudinal study investigated the processes through which the ability to regulate emotions at the start of the preschool year relates to academic competence at the end of kindergarten. The related self-regulation processes of attention regulation and behavior regulation were examined as possible mediators. Participants were 114 children who attended preschool in an urban Head Start system and participated in all 3 waves of a longitudinal project. Preschool teacher ratings of children's regulation of emotion, attention, and behavior were included in models predicting kindergarten teacher-rated academic competence and kindergarteners' scores on tests of foundational academic concepts. Mediation models were tested with path analysis using data collected at 3 time points. Results replicated findings that early emotion regulation relates positively to academic competence in kindergarten and that attention regulation mediates this relation. Results also indicated that emotion regulation at the beginning of the preschool year predicted gains in attention regulation during preschool which, in turn, predicted academic competence.

Indexing (details)


Subject
Educational psychology;
Developmental psychology;
Clinical psychology
Classification
0525: Educational psychology
0620: Developmental psychology
0622: Clinical psychology
Identifier / keyword
Education; Psychology; Academic competence; Attention regulation; Behavior regulation; Emotion regulation; Head Start; Kindergarten; Preschoolers
Title
How does emotion regulation of Head Start preschoolers relate to academic competence at the end of kindergarten? Evidence from longitudinal models
Author
King, Kristen Anne
Number of pages
57
Publication year
2010
Degree date
2010
School code
0060
Source
DAI-B 71/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109671643
Advisor
Izard, Carroll E.
Committee member
Ackerman, Brian P.; Bear, George G.; Chen, Fang Fang
University/institution
University of Delaware
Department
Department of Psychology
University location
United States -- Delaware
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3397006
ProQuest document ID
305199654
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305199654
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