TESTING MODELS OF CHILDREN'S SELF-REGULATION WITHIN EDUCATIONAL CONTEXTS: IMPLICATIONS FOR MEASUREMENT

被引：0

作者：

Raver, C. Cybele ^{[1
]}

Carter, Jocelyn Smith ^{[2
]}

McCoy, Dana Charles ^{[1
]}

Roy, Amanda ^{[1
]}

Ursache, Alexandra ^{[1
]}

Friedman, Allison ^{[1
]}

机构：

[1] NYU, Dept Appl Psychol, New York, NY 10003 USA

[2] Depaul Univ, Dept Psychol, Chicago, IL 60604 USA

来源：

ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR, VOL 42 | 2012年 / 42卷

关键词：

EXECUTIVE FUNCTION; SCHOOL READINESS; EMOTION REGULATION; PRESCHOOL-CHILDREN; CORTISOL ACTIVITY; BEHAVIOR PROBLEMS; EARLY-CHILDHOOD; WORKING-MEMORY; LOW-INCOME; ATTENTION;

D O I：

暂无

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Young children's self-regulation has increasingly been identified as an important predictor of their skills versus difficulties when navigating the social and academic worlds of early schooling. Recently, researchers have called for greater precision and more empirical rigor in defining what we mean when we measure, analyze, and interpret data on the role of children's self-regulatory skills for their early learning (Cole, Martin, & Dennis, 2004; Wiebe, Espy, & Charak, 2008). To address that call, this chapter summarizes our efforts to examine self-regulation in the context of early education with a clear emphasis on the need to consider the comprehensiveness and precision of measurement of self-regulation in order to best understand its role in early learning.

引用

页码：245 / 270

页数：26

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