An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children’s Early Academic Skills

Abstract

In this study, the direct and indirect relationships of children’s self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children’s teachers. For determining the children’s self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children’s self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies.

Self-regulation, cognitive flexibility, and resilience among students: A mediating analysis

“…The role of self-regulation in in uencing cognitive exibility among students can be elucidated as follows: students exhibiting a higher degree of self-regulation tend to demonstrate enhanced cognitive exibility. This correlation indicates that individuals pro cient in managing their thoughts, emotions, and behaviors, when confronted with academic or life challenges, are likely to exhibit adaptable thinking and exible problem-solving strategies [19].…”

HyFlex teaching experience and reflections in K-12

“…Table 6 displays how various higher-order thinking skills were developed in various modalities in the same lessons. To enhance student cognitive engagement in HyFlex, several strategies were employed, such as incorporating personalized questions (L7.1) (Rajeshwari & Krishna Prasad, 2020), encouraging learners to check their own learning progress (L12.1), fostering self-regulation (L1.2) (Sezgin & Ulus, 2020), making justifications (L4.2) (Curtis, 2019), making interpretations (L7.3) (Asari, 2019), participating in problem solving scenarios (L8.2) (Yulianto et al, 2019), doing simulations (L12.2) (Anindhyta et al, 2021), and conducting peer evaluations (L13.1) (Heilporn & Lakhal, 2021). Markedly, this study showed that HyFlex learning environment does not cause any inconvenience in the promotion of student cognitive development as long as learners are provided with appropriate strategies and equivalent learning opportunities.…”