Characterizing preschool children's attention regulation in parent–child interactions: The roles of effortful control and motivation

Harris, Ruby C.; Robinson, Julia; Chang, Florence; Burns, Barbara

doi:10.1016/j.appdev.2006.10.006

Cited by 40 publications

(17 citation statements)

References 48 publications

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“…There is, however, no uniformity in terminology, with some investigators preferring "sensory reactivity" to "sensory modulation" (Fox and Polak 2004). Hereafter, the present report will use the term "sensory regulation" rather than "sensory modulation" or "sensory reactivity" for three reasons: (a) the regulation process is a core concept in the Miller et al (2004) definition; (b) the term used to describe these difficulties in the NCCIP 0-3 classification system (Zero To Three 2005) is "regulatory disorders;" and (3) the term "sensory regulation" parallels the concepts of emotion regulation (Calkins 1994;Garber and Dodge 1991;Vondra et al 2001), behavior regulation (Vondra et al 2001) and attention regulation (Harris et al 2007), used widely in the developmental psychology literature.…”

Section: Introductionmentioning

confidence: 98%

Re-examining the Epidemiology of Sensory Regulation Dysfunction and Comorbid Psychopathology

Gouze

Hopkins

LeBailly

et al. 2009

J Abnorm Child Psychol

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The aims of this study were threefold: (1) to compare prevalence of sensory regulation dysfunction based on previously established criteria to rates established with a more representative community sample of 796 4-year-olds; (2) to examine ethnic/racial and gender differences in prevalence according to the different criteria; and (3) to examine the co-occurrence of sensory regulation dysfunction and preschool psychiatric disorders. Prevalence rates ranged from 3.4% (current criteria) to 15.6% (previous criteria). In contrast to previous studies with less representative samples, there were no significant ethnic or racial differences using the current criteria. Boys were more likely to have sensory regulation dysfunction than girls according to all criteria. Depending upon impairment criteria used, 33-63% of children meeting criteria for sensory dysregulation also had a psychiatric disorder; 37-67% had only a sensory dysregulation disorder, indicating that sensory regulation dysfunction exists independent of psychiatric disorder, and is also a significant risk factor for disorder.

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Section: Introductionmentioning

confidence: 98%

Re-examining the Epidemiology of Sensory Regulation Dysfunction and Comorbid Psychopathology

Gouze

Hopkins

LeBailly

et al. 2009

J Abnorm Child Psychol

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“…Theories on achievement motivation and achievement emotions suggest that students' affective and behavioral responses in achievement situations are influenced by their beliefs, expectations, interests, and goals (e.g., Bandura, 1993;Dweck & Leggett, 1988;Pekrun, 2006). Research on the role of temperament in this process has grown in the past decade (e.g., Chang & Burns, 2005;Elliot & Pekrun, 2007;Elliot & Thrash, 2002;Rothbart & Hwang, 2005), but especially among children in the beginning of their school career, the number of studies on the relationship between students' temperament and their achievement-related TEMPERAMENT, AFFECTS, AND BEHAVIORS 7 affects and behaviors is limited (for exceptions, see Chang & Burns, 2005;Harris, Robinson, Chang, & Burns, 2007;Liew et al, 2008).…”

Section: Temperament In the School Contextmentioning

confidence: 99%

The role of temperament in children's affective and behavioral responses in achievement situations

Hirvonen

Aunola

Alatupa

et al. 2013

Learning and Instruction

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(2013). The role of temperament in children's affective and behavioral responses in achievement situations. Learning and Instruction, 27 (1), 21-30. doi:10.1016/j.learninstruc.2013.02 Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.

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“…The process through which this occurs is yet to be determined, but it may be that children who do not have control over their impulses are unable to sit still and attend to the information that would allow them to make intellectual accomplishments (Harris, Robinson, Chang, & Burns, 2007). Their ratings of themselves then could in a sense be accurate representations.…”

Section: Discussionmentioning

confidence: 98%

“…Several recent studies have demonstrated a link between negative parent-child interactions and subsequent negative selfevaluations (e.g., Goodvin, Meyer, Thompson, & Hayes, 2008;Kelley, Brownell, & Campbell, 2000). Second, feelings about cognitive competence may be particularly susceptible to temperamental variation because to acquire some of the skills that lead to feelings of competence, such as doing well in school, children must control their impulses and attend to relevant information (Harris, Robinson, Chang, & Burns, 2007).…”

Section: Temperament and The Selfmentioning

confidence: 99%

Predicting Feelings of Cognitive Competence in Head Start Preschoolers

DiBiase

Miller

2012

The Journal of Genetic Psychology

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Little is known about what predicts the budding sense of self-competence in preschoolers. This is particularly true of cognitive competence, which may have implications for later schooling. Based on previous research with older children, it was expected that feelings of self-competence would be influenced by attitudes of significant others as well as intrapersonal dispositions. Forty-five Head Start preschoolers (M age = 4.36 years) served as participants. As expected, high effortful control and language competence, as well as teachers' ratings of competence, predicted positive feelings about cognitive competence in children. Further analysis revealed that the teachers' ratings were predicted by maternal education and language competence. The findings suggest that the development of cognitive self-concept in preschoolers is predicted by contextual and constitutional factors.

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Characterizing preschool children's attention regulation in parent–child interactions: The roles of effortful control and motivation

Cited by 40 publications

References 48 publications

Re-examining the Epidemiology of Sensory Regulation Dysfunction and Comorbid Psychopathology

Re-examining the Epidemiology of Sensory Regulation Dysfunction and Comorbid Psychopathology

The role of temperament in children's affective and behavioral responses in achievement situations

Predicting Feelings of Cognitive Competence in Head Start Preschoolers

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