Self-regulation in preschoolers is related to social school readiness: An analysis of performance-based measures of effortful control and executive functioning

  • سال انتشار: 1402
  • محل انتشار: فصلنامه یادگیری و حافظه، دوره: 5، شماره: 20
  • کد COI اختصاصی: JR_IJLM-5-20_002
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 87
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نویسندگان

Mahnaz Akhavan Tafti

Department of Educational Psychology, Alzahra University, Tehran, Iran

Niloofar Esmaeili

Department of Educational Psychology, Alzahra University, Tehran, Iran

Salehe Piryaei

Department of Psychology, Refah University College, Tehran, Iran

Shirin Mohamadzadeh

Department of English Language, Alzahra University, Tehran, Iran

Seyedeh Paniz Parvar

Kerman University of Medical Sciences, Kerman, Iran

چکیده

This study quantitatively explored a causal model of the association between two focal self-regulation constructs (executive functioning and effortful control) and social school readiness in preschoolers. The population comprised all preschool children and their mothers who resided in Tehran (۲۰۱۸-۲۰۱۹). With the help of their mothers, ۳۴۲ children with a mean age of five years completed the Cambridge Neuropsychological Test Automated Battery (CANTAB; ۱۹۹۴), the Children’s Behavior Questionnaire (Very Short Form) – (CBQ-VSF; ۲۰۰۶), the Child Behavior Checklist (CBCL; ۲۰۰۱), and the Social School Readiness Scale (۱۹۸۲). The data were analyzed using structural equation modeling (SEM) in AMOS ۲۲. Effortful control and socio-emotional competence significantly affected social school readiness (p< ۰.۰۱). Moreover, executive functioning affected social school readiness, mediated by effortful control in the alternative model (p< ۰.۰۱). These findings expand the existing early childhood research by specifying the link between two major aspects of self-regulation and social-emotional school readiness. An integrative approach considering the behavioral and neuropsychological measurements of self-regulation would help elucidate the predictors of social school readiness in early childhood.

کلیدواژه ها

self-regulation, Executive Functioning, effortful control, social school readiness, preschoolers

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