The Predictive Effect of Problematic Behaviours on Cognitive Tempo and Attention Level in 60-66 Months Old Children

Autor/inn/en	Ulutas Keskinkilic, Aysegül; Emre, Oguz; Cosanay, Burcu
Titel	The Predictive Effect of Problematic Behaviours on Cognitive Tempo and Attention Level in 60-66 Months Old Children
Quelle	In: Early Child Development and Care, 192 (2022) 14, S.2246-2255 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulutas Keskinkilic, Aysegül) ORCID (Emre, Oguz) ORCID (Cosanay, Burcu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1999236
Schlagwörter	Behavior Problems; Conceptual Tempo; Attention; Young Children; Preschool Education; Foreign Countries; Predictor Variables; Hyperactivity; Aggression; Anxiety; Fear; Social Behavior; Turkey + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Frühe Kindheit; Pre-school education; Vorschulerziehung; Ausland; Prädiktor; Hyperaktivität; Angst; Furcht; Social behaviour; Soziales Verhalten; Türkei
Abstract	This study aimed to investigate the predictive effect of problematic behaviours on cognitive tempo and attention level of 60-66 months old children attending preschool education institutions. The research data were obtained from 155 children between 60 and 66 months old attending independent kindergartens affiliated to the Ministry of National Education in Malatya city centre in 2018-2019 academic year. Regression analysis was performed to examine the mediating role; Bootstrap analysis was used in order to determine direct and indirect path coefficients in regression models. As a result of the findings obtained from the study, while the cognitive tempo of the children included in the sample had a significant effect on attention, there was no significant effect of the cognitive effect on the mediating variables, and the mediating variables on the attention. Therefore, it is seen that behavioural problems do not have a significant role in the effect of cognitive tempo on attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01