Characterizing Preschool Children's Attention Regulation in Parent-Child Interactions: The Roles of Effortful Control and Motivation

Autor/inn/en	Harris, Ruby C.; Robinson, Julia B.; Chang, Florence; Burns, Barbara M.
Titel	Characterizing Preschool Children's Attention Regulation in Parent-Child Interactions: The Roles of Effortful Control and Motivation
Quelle	In: Journal of Applied Developmental Psychology, 28 (2007) 1, S.25-39 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2006.10.006
Schlagwörter	Student Motivation; Preschool Children; Self Control; Parent Child Relationship; Attention Control; Task Analysis; Individual Differences; Personality; Low Income; Mothers; Academic Achievement + Suchen Sie Ihr Suchwort? Schulische Motivation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Aufmerksamkeitstest; Aufgabenanalyse; Individueller Unterschied; Personalität; Niedriglohn; Mother; Mutter; Schulleistung
Abstract	This study examined relations among effortful control, motivation, and attention regulation in preschoolers within the context of parent-child interactions. Sixty-one low-income children and their mothers participated in a puzzle-matching task. One week later, the children completed a puzzle-matching task independently. Hierarchical regression analyses supported the hypothesis that children's effortful control and motivation is related to the amount of children's attention regulation in the parent-child interaction. The role of effortful control on attention regulation differed for children classified as having mastery-or performance-oriented motivation. Analyses also supported the hypothesis that children's effortful control, motivation and attention regulation predicted children's accuracy on the puzzle-task when working independently. Findings from this study demonstrate the utility of studying individual differences in temperament, motivation, and attention regulation within the context of the parent-child learning environment. Implications for understanding how children's social-cognitive status is related to academic success in impoverished environments are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10