The Kindergarten Transition: Behavioral Trajectories in the First Formal Year of School

Autor/inn/en	Welsh, Megan E.; Miller, Faith G.; Kooken, Janice; Chafouleas, Sandra M.; McCoach, D. Betsy
Titel	The Kindergarten Transition: Behavioral Trajectories in the First Formal Year of School
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 4, S.456-473 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1214935
Schlagwörter	Kindergarten; Student Behavior; Self Control; Gender Differences; At Risk Students; Learner Engagement; Behavior Problems; Interpersonal Competence; Rating Scales; Connecticut; Social Skills Rating System + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Selbstbeherrschung; Geschlechterkonflikt; Interpersonale Kompetenz; Rating-Skala
Abstract	During the first year of school, student success hinges on learning not only new academic skills, but also behavioral expectations and developing self-regulation skills in the classroom. The purpose of this study was to investigate development in behavioral regulation during the kindergarten year. The authors used multilevel models to explore the association between sex and risk status on academic engagement and disruptive behavior trajectories based on daily teacher-generated behavioral ratings obtained for 22 full-day kindergarten students (six at risk, 12 male) across 80 school days. Results indicated that, in general, behavior improved over time; academic engagement increased whereas disruptive behavior decreased. However, behavioral trajectories varied as a function of sex and risk status. Implications for practice and directions for future research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01