Parenting and Children’s Self-Regulation

Grolnick, Wendy S.; Caruso, Alessandra; Levitt, Madeline R.

doi:10.4324/9780429401695-2

Cited by 67 publications

(97 citation statements)

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“…Diamond's work (e.g., Diamond et al, 2007) also emphasizes the importance of giving children time to practice their attention, working memory, and inhibitory control skills. Although fairly new, the importance of strong teacher organization and behavioral regulation can be seen in the vast parenting literature documenting the regulatory benefit for children when their parents provide consistent, clear expectations about behavior, and support their independence (Grolnick & Farkas, 2002). Moreover, research indicates that incorporating time to practice regulating need not detract from the other priorities of preschool.…”

Section: Solving the Problem: Implications For Research And Practicementioning

confidence: 99%

Self-regulation and academic achievement in the transition to school.

Morrison¹,

Ponitz²,

McClelland³

2010

Child Development at the Intersection of Emotion and Cognition.

174

133

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Understanding of children's cognitive and social development has advanced significantly over the past 3 decades. Particularly with regard to those skills critical for academic success, research has revealed that multiple interacting factors in the child, home, school, and larger sociocultural context all contribute to children's literacy, numeracy, language, and social skills, starting early in life and continuing throughout the school years (Morrison, Bachman, & Connor, 2005). One factor, self-regulation, has surfaced recently as a crucial skill that uniquely predicts children's early school success. Poor self-regulation has been linked to high rates of expulsion, most dramatically in preschool classrooms (Gilliam & Shahar, 2006).Self-regulation refers to a complex of acquired, intentional skills involved in controlling, directing, and planning one's cognitions, emotions, and behaviot (Schunk & Zimmerman, 1997). In investigations beyond the class-

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Section: Solving the Problem: Implications For Research And Practicementioning

confidence: 99%

Self-regulation and academic achievement in the transition to school.

Morrison¹,

Ponitz²,

McClelland³

2010

Child Development at the Intersection of Emotion and Cognition.

174

133

View full text Add to dashboard Cite

show abstract

“…En general el tema de la relación de procesos y características de la familia con fenómenos psicológicos autorregulatorios ha sido más investigado en la infancia (Grolnick, Kurowski, & Gurland, 1999;Grolnick & Farkas, 2002;Kopp, 1982) y no en adultos jóvenes, como ha sido el caso de la presente investigación. En este trabajo la asociación entre el tipo de familia y las dimensiones del AAR parece bastante estable ya que ha ocurrido en dos dimensiones particulares del AAR y en la medición de AAR general.…”

Section: Discussionunclassified

El Inventario de Estrategias de Autorregulación: traducción al español, características psicométricas preliminares y su relación con variables sociodemográficas en una muestra de estudiantes universitarios

López

Bonilla

Aguilar-Freyan

2017

Av. Psicol. Latinoam.

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Esta investigación presenta la traducción al español del Inventario de Estrategias de Autorregulación. El constructo de aprendizaje autorregulado posee importancia como potencial predictor del logro académico. En este trabajo se abordaron estudiantes universitarios y se evaluó el autoinforme de autorregulación al aprendizaje de modo general, con el objetivo de poseer una línea base acerca de la percepción de ellos del proceso en cuestión. El instrumento se aplicó a una muestra de 282 estudiantes. El análisis factorial exploratorio dio como resultado tres dimensiones, las cuales se encuentran también en la investigación antecedente. La medición posee buena fiabilidad, y tanto las dimensiones del instrumento como la medición general de aprendizaje autorregulado correlacionaron con una medida independiente de autorregulación. Con un objetivo exploratorio, se relacionaron la medición de aprendizaje autorregulado con una serie de variables sociodemográficas. Se encontraron asociaciones de diferentes dimensiones del aprendizaje autorregulado con el sexo y el tipo de estructura familiar del estudiante. La calidad del instrumento indica que puede ser utilizado para la investigación sobre el tema. Los resultados obtenidos con respecto al sexo y al tipo de familia deben ser replicados por otros estudios con muestras y métodos similares

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“…Based on the perspective of motivation theory, there are three things from environmental factors that facilitate children's self-regulation, they are: 1) child autonomy support; 2) child competency support and 3) developing relationships with children (Grolnick & Farkas, 2002). Furthermore, this theory tries to trace from the theory of self-determination.…”

Section: Motivation Theorymentioning

confidence: 99%

“…5) Emotional control is the capacity of children to be able to control their feeling and express their emotions in the right ways that are acceptable to their social environment. Further explained by Grolnick & Farkas (2002) that the regulation of children's emotions can be interpreted as the ability to adjust emotional conditions flexibly, yet it is not the ability to control his own emotions without determining by their environment.…”

Section: Sub-dimensions Of Children's Self-regulationmentioning

confidence: 99%

“…Self-regulation develops based on the level of the child's age development. Grolnick & Farkas (2002) defined self-regulation as one's capacity to self-initiate cognitive, behavioral and emotional capacities to accomplish a task. Self-regulation also serves to reduce emotional and behavioral responses, facilitating the use of more effective coping skills that can moderate the relationship between household chaos and behavioral problems by reducing the experience of stress among children living in a chaotic home environment, allowing children to divert or focus their attention and energy in an adaptive way.…”

Section: Introductionmentioning

confidence: 99%

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A Modifying the Instrument of Self-Regulation in Early Childhood Assessment

Pangestuti

Kadiyono

Cahyadi

et al. 2019

jpud

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Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70

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Parenting and Children’s Self-Regulation

Cited by 67 publications

References 0 publications

Self-regulation and academic achievement in the transition to school.

Self-regulation and academic achievement in the transition to school.

El Inventario de Estrategias de Autorregulación: traducción al español, características psicométricas preliminares y su relación con variables sociodemográficas en una muestra de estudiantes universitarios

A Modifying the Instrument of Self-Regulation in Early Childhood Assessment

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