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Autor/inn/enPesce, Caterina; Lakes, Kimberley D.; Stodden, David F.; Marchetti, Rosalba
TitelFostering Self-Control Development with a Designed Intervention in Physical Education: A Two-Year Class-Randomized Trial
QuelleIn: Child Development, 92 (2021) 3, S.937-958 (22 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Pesce, Caterina)
ORCID (Lakes, Kimberley D.)
ORCID (Stodden, David F.)
ORCID (Marchetti, Rosalba)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0009-3920
DOI10.1111/cdev.13445
SchlagwörterIntervention; Self Control; Physical Education; Elementary School Students; Child Development; Executive Function; Behavior Change; Behavior Problems; Outcomes of Education; Correlation; Comparative Analysis; Longitudinal Studies; Measures (Individuals)
AbstractThis study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quick-temperedness and disruptiveness, hot and cool EFs. After the intervention, children in the intervention group showed lower quick-temperedness and disruptiveness and improvement in hot EF. Changes over the intervention period were moderately associated and showed marginal evidence of causal ordering, suggesting that designed PE may benefit self-control through a possible linkage to hot EF improvement. (As Provided).
AnmerkungenWiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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