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Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

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https://ir.library.oregonstate.edu/concern/articles/2j62s955g

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Abstract
  • The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant, positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Discussion focuses on domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and relations to early achievement.
  • Keywords: behavioral self-regulation, measurement, academic achievement
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  • Schmitt, S. A., Pratt, M. E., & McClelland, M. M. (2014). Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement. Early Education and Development, 25(5), 641-660. doi:10.1080/10409289.2014.850397
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  • 25
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  • 5
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  • The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100566 to Oregon State University.
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