A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.
Abstract
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten.
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The Head Toes Knees Shoulders Task has been used to measure both behavioural self-regulation and executive functioning.
“Similarly, the “Head Toes Knees Shoulders Task” has been used to measure both behavioural self-regulation73 and executive functioning74.”
From A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes (2018) · cites this paper as [73]
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- Authors
- Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J.
- Affiliations
- University of Virginia (US)
- Oregon State University (US)
- University of Michigan (US)
- Venue
- Developmental Psychology
- Published
- 2009-05
- Volume
- 45
- Issue
- 3
- Pages
- 605-619
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W1983471176
- Semantic Scholar
- 61acb3f0c336708b072d9187181805e86426a030
- Cited by
- 934
- References
- 128
- Citations by year
- 2026: 42 · 2025: 56 · 2024: 44 · 2023: 53 · 2022: 68 · 2021: 67 · 2020: 99 · 2019: 66 · 2018: 85 · 2017: 65 · 2016: 64 · 2015: 59 · 2014: 46 · 2013: 44 · 2012: 29
- FWCI
- 108.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01 HD27176)
- National Science Foundation (R01 0111754)
- US Department of Education (R305H04013)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- behavioral self-regulation, kindergarten, academic performance, mathematics achievement, inhibitory control, attentional focus, classroom behavior, construct validity, domain specificity, school adjustment, early childhood
- MeSH terms
- Achievement, Attention, Child, Child, Preschool, Cooperative Behavior, Female, Humans, Inhibition, Psychological, Internal-External Control, Interpersonal Relations, Longitudinal Studies, Male, Mathematics, Personality Assessment, Social Behavior, Social Control, Informal, Temperament
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