The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.
Abstract
In this study, the authors examined the extent to which children's self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children's adaptive classroom behavior. Children's self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children's adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children's cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children's engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children's self-regulation upon school entry in a direct assessment related to teachers' report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers' effective classroom management, was linked to children's greater behavioral and cognitive self-control, children's higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children's self-regulation upon school entry and children's adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children's early development of behavioral skills that are important in school settings.
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Citations
Cites
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Children's social and scholastic lives in kindergarten: related spheres of influence?
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Self-citation
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School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
Robson, D. A., Allen, M. S., & Howard, S. J. (2020) · Psychological Bulletin · doi:10.1037/bul0000227 · Cited by 759
Predictors of early growth in academic achievement: the head-toes-knees-shoulders task
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00599 · Cited by 597
Wang, M.-T., L. Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020) · Developmental Review · doi:10.1016/j.dr.2020.100912 · Cited by 470
An Argument Approach to Observation Protocol Validity
Bell, C. A., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012) · Educational Assessment · doi:10.1080/10627197.2012.715014 · Cited by 236
Vernon-Feagans, L., The Family Life Project Key Investigators, Willoughby, M., & Garrett-Peters, P. (2016) · Developmental Psychology · doi:10.1037/dev0000087 · Cited by 231
Hoglund, W. L. G., Klingle, K. E., & Hosan, N. E. (2015) · Journal of School Psychology · doi:10.1016/j.jsp.2015.06.002 · Cited by 207
Downer, J. T., López, M. L., Grimm, K. J., Hamagami, A., Pianta, R. C., & Howes, C. (2012) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2011.07.005 · Cited by 180
Self-citationMeasuring Effective Teacher-Student Interactions From a Student Perspective: A Multi-Level Analysis
Downer, J. T., Stuhlman, M., Schweig, J., Martínez, J. F., & Ruzek, E. (2015) · The Journal of Early Adolescence · doi:10.1177/0272431614564059 · Cited by 111
School absenteeism in the first decade of education and outcomes in adolescence
Ansari, A., & Pianta, R. C. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.07.010 · Cited by 93
Lipsey, M. W., Nesbitt, K. T., Farran, D. C., Dong, N., Fuhs, M. W., & Wilson, S. J. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000203 · Cited by 87
Cash, A. H., Hamre, B. K., Pianta, R. C., & Myers, S. S. (2012) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2011.12.006 · Cited by 72
Stucke, N. J., & Doebel, S. (2024) · Psychological Bulletin · doi:10.1037/bul0000445 · Cited by 69
White, L. J., Fernandez, V. A., & Greenfield, D. B. (2020) · Early Education and Development · doi:10.1080/10409289.2019.1680785 · Cited by 25
Metadata
- Authors
- Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L.
- Venue
- Developmental Psychology
- Published
- 2009-07
- Volume
- 45
- Issue
- 4
- Pages
- 958-972
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2027898336
- Cited by
- 651
- References
- 5
- FWCI
- 77.46
- Type
- journal article
- Language
- en
- Open access
- closed
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