Preschoolers' Profiles of Self-Regulation, Social-Emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School

Autor/inn/en	Rademacher, Annika; Goagoses, Naska; Schmidt, Sören; Zumbach, Jelena; Koglin, Ute
Titel	Preschoolers' Profiles of Self-Regulation, Social-Emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School
Quelle	In: Early Education and Development, 33 (2022) 7, S.1137-1151 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rademacher, Annika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1958283
Schlagwörter	Preschool Children; Elementary School Students; Student Adjustment; Student Promotion; Self Control; Interpersonal Competence; Emotional Development; Emotional Response; Student Behavior; Behavior Problems; Hyperactivity; Foreign Countries; Child Behavior; Screening Tests; Questionnaires; Gender Differences; Germany; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Support of studies; Studienförderung; Selbstbeherrschung; Interpersonale Kompetenz; Gefühlsbildung; Emotionales Verhalten; Student behaviour; Schülerverhalten; Hyperaktivität; Ausland; Screening-Verfahren; Fragebogen; Geschlechterkonflikt; Deutschland
Abstract	Research Findings: A successful transition from preschool to elementary school requires a high level of behavioral adaptation. The aim of our study was to analyze child-related factors in preschool that facilitate a positive behavioral adaptation in the transitional period to elementary school. A cluster analysis was conducted with the data from 406 preschoolers, in order to identify profiles based on self-regulation skills, social-emotional competences, and externalizing behavior problems. Using structural equation modeling, we then tested a regression model to examine which preschool profile adequately manages to adapt their behavior for elementary school. The profile clustering showed that behavior problems occurred when self-regulation skills were low, despite existing (moderate) social-emotional competences. Moreover, low levels of self-regulation skills in preschool predicted difficulties in behavioral adaptation at school, especially concerning hyperactivity, even when children possessed moderate social-emotional competences. Practice or Policy: Most notably, the results reinforce the relevance of promoting early self-regulation skills to support children in their behavioral adaptation process during the transitional period from preschool to elementary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01