Factor Structure of Self-Regulation in Preschoolers: Testing Models of a Field-Based Assessment for Predicting Early School Readiness

Autor/inn/en	Denham, Susanne A.; Warren-Khot, Heather K.; Bassett, Hideko Hamada; Wyatt, Todd; Perna, Alyssa
Titel	Factor Structure of Self-Regulation in Preschoolers: Testing Models of a Field-Based Assessment for Predicting Early School Readiness
Quelle	In: Journal of Experimental Child Psychology, 111 (2012) 3, S.386-404 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.10.002
Schlagwörter	School Readiness; Models; Disadvantaged Youth; Factor Structure; Interpersonal Competence; Metacognition; Prediction; Compliance (Psychology); Cognitive Ability; Child Care; Age Differences; Gender Differences; Validity; Learning Processes; Preschool Children + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Analogiemodell; Benachteiligter Jugendlicher; Faktorenstruktur; Interpersonale Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Denkfähigkeit; Kinderfürsorge; Kinderbetreuung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Gültigkeit; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The importance of early self-regulatory skill has seen increased focus in the applied research literature given the implications of these skills for early school success. A three-factor latent structure of self-regulation consisting of compliance, cool executive control, and hot executive control was tested against alternative models and retained as best fitting. Tests of model equivalence indicated that the model held invariant across Head Start and private child-care samples. Partial invariance was supported for age and gender. In the validity model, because of a substantial amount of shared variance among latent factors, we included a second-order factor explaining the two types of executive control. Higher order executive control positively predicted teacher report of learning behaviors and social competence in the classroom. These findings are discussed in light of their practical and theoretical significance. (Contains 2 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10