Cited by 934Early Childhood Education and DevelopmentDevelopmental and Educational NeuropsychologyChild and Adolescent Psychosocial and Emotional Development

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.

Ponitz, Claire Cameron, McClelland, Megan M., Matthews, J. S., Morrison, Frederick J.·2009·Developmental Psychology

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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Crossref · 10.1037/a0015365

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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
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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