Self-Regulation in the Kindergarten Classroom: Contributions of Relational and Sociodemographic Factors

Autor/inn/en	Zakszeski, Brittany N.; Dever, Bridget V.; Gallagher, Emily K.
Titel	Self-Regulation in the Kindergarten Classroom: Contributions of Relational and Sociodemographic Factors
Quelle	In: Contemporary School Psychology, 27 (2023) 2, S.324-336 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00390-5
Schlagwörter	Self Control; Kindergarten; Teacher Student Relationship; Preschool Teachers; Student Characteristics; Institutional Characteristics; Young Children + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit
Abstract	Prior research suggests that dimensions of the student--teacher relationship are transactionally associated with students' self-regulation of classroom behavior, an important component of school readiness and success. The current study sought to determine the extent to which associations for student--teacher closeness and conflict with self-regulation (a) vary across kindergarten classrooms and schools and (b) are moderated by individual- (i.e., socioeconomic status, race/ethnicity) and system-level sociodemographic factors (i.e., economic disadvantage level, racial/ethnic composition). These associations were explored using multilevel modeling within a large national, longitudinal dataset including approximately 9990 kindergarteners, 1990 classrooms, and 670 schools. Despite substantial variance in the associations of closeness with self-regulation across classrooms and of conflict with self-regulation across classrooms and schools, results identified no sociodemographic moderators of the relationship--self-regulation associations, suggesting that these factors are universally related and promotive for varying sociodemographic populations; however, results also pointed to several sociodemographic subgroups at increased risk for low relational closeness, high relational conflict, and low self-regulation in the classroom. These findings are discussed in light of issues related to measurement and service delivery in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01