Self-regulation in preschoolers is related to social school readiness: An analysis of performance-based measures of effortful control and executive functioning
(ندگان)پدیدآور
Akhavan Tafti, MahnazEsmaeili, NiloofarPiryaei, SaleheMohamadzadeh, ShirinParvar, Seyedeh Panizنوع مدرک
TextOriginal Article
زبان مدرک
Englishچکیده
This study quantitatively explored a causal model of the association between two focal self-regulation constructs (executive functioning and effortful control) and social school readiness in preschoolers. The population comprised all preschool children and their mothers who resided in Tehran (2018-2019). With the help of their mothers, 342 children with a mean age of five years completed the Cambridge Neuropsychological Test Automated Battery (CANTAB; 1994), the Children's Behavior Questionnaire (Very Short Form) – (CBQ-VSF; 2006), the Child Behavior Checklist (CBCL; 2001), and the Social School Readiness Scale (1982). The data were analyzed using structural equation modeling (SEM) in AMOS 22. Effortful control and socio-emotional competence significantly affected social school readiness (p
کلید واژگان
self-regulationExecutive Functioning
effortful control
social school readiness
preschoolers
School Psychology
شماره نشریه
20تاریخ نشر
2023-01-011401-10-11
ناشر
Iranian Educational Psychology Associationسازمان پدید آورنده
Faculty member, Head of the Department of Educational Sciences, Alzahra University, Tehran, IranAlzahra University
Alzahra University
Alzahra University
Kerman University of Medical Sciences, Kerman, Iran
شاپا
2645-54552645-5447