Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention

Schmitt, Sara A.; McClelland, Megan M.; Tominey, Shauna L.; Acock, Alan C.

doi:10.1016/j.ecresq.2014.08.001

Cited by 228 publications

(187 citation statements)

References 63 publications

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“…As the research reviewed suggests, there has been a sharp increase in the number of applied investigations targeting self-regulation, including a plethora of new programs for young children (Bierman et al 2008a;Diamond and Lee 2011;Jones et al 2011;Raver et al 2011;Schmitt et al 2015;Tominey and McClelland 2011). Along with these changes, there has been an increase in interdisciplinary collaborations.…”

Section: Improving Intervention Effortsmentioning

confidence: 99%

“…These findings complement those of Connor and colleagues (2010) who also found that an instructional intervention-which emphasized teacher planning, organization, classroom management, and opportunities for students to work independently-was most beneficial for children who started first grade with weaker self-regulation. Similarly, a recent intervention focusing on aspects of self-regulation (attentional flexibility, working memory, and inhibitory control) integrated into classroom games found that participation in the intervention was significantly related to gains in self-regulation skills and academic achievement compared to children in the control group Schmitt et al 2015).…”

Section: Integrating Levels Of Influence In Self-regulation Interventmentioning

confidence: 99%

See 1 more Smart Citation

Self-Regulation

McClelland¹,

Geldhof²,

Morrison³

et al. 2017

Handbook of Life Course Health Development

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Section: Improving Intervention Effortsmentioning

confidence: 99%

Section: Integrating Levels Of Influence In Self-regulation Interventmentioning

confidence: 99%

Self-Regulation

McClelland¹,

Geldhof²,

Morrison³

et al. 2017

Handbook of Life Course Health Development

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“…Self-regulated learning can be considered as a form of cultural capital, which may compensate for gaps in opportunity and achievement. Interventions to promote self-regulated learning can empower students at risk and raise the educational level of a society (Schmitt et al, 2015;Andrzejewski et al, 2016). Selfregulated students tend to be more organized, hard working, interested, and self-critical.…”

Section: Promoting Self-regulated Learning Of Brazilian Preservice Stmentioning

confidence: 99%

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Ganda

Boruchovitch

2018

Front. Educ.

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Self-regulation is the process by which individuals monitor, control, and reflect on their learning. Self-regulated students have motivational, metacognitive, affective, and behavioral characteristics that enhance their learning. As the importance of self-regulated learning is well acknowledged by research nowadays, the aim of this study is to examine the effectiveness of an innovative course designed to promote self-regulated learning among Brazilian preservice student teachers. The innovative approach was developed in the format of a program of intervention based heavily on self-reflection. The content involved student exposure to self-reflexive activities, lectures on the self-regulated learning framework, and theoretical tasks aimed at fostering self-regulation of students in a double perspective: as a student and as a future teacher. The efficacy of the approach was tested by comparison with both the results of students who had taken a course with theoretical content only and those who had not taken any course at all. The sample consisted of 109 students in 4 different freshman classes in a Teacher Education Program in a Brazilian public university in an inner city in the state of São Paulo. The research was conducted using a quasi-experimental design with three stages: pretest, intervention, and posttest. The classes were randomly assigned to experimental and control conditions as follows: an experimental group involving intervention, an experimental group exposed to theory, and two control groups not taking the course. Before and after the intervention program, all the participants responded to the Learning and Study Strategies Inventory and the Self-efficacy for Self-regulated Learning scales. Overall, the results showed that the intervention program format had a positive impact in enhancing student self-regulation. Moreover, students in both the experimental groups reported both higher gains in self-efficacy for self-regulated learning scores and an increase in employment of learning strategies when compared to the control groups.

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“…It may be unrealistic to expect such individuals to be integrated into the economic mainstream with the help of income transfers or other situation-specific means of support. To address the root causes of socioeconomic exclusion, it may prove more effective to invest in early childhood programs that promote the development of executive function, emotional self-regulation, and healthy behaviors (Campbell et al, 2014;Caspi et al 2016;Diamond & Lee, 2011;Schmitt, McClelland, Tominey, & Acock, 2015).…”

Section: Discussionmentioning

confidence: 99%

Antisocial and human capital pathways to socioeconomic exclusion: A 42-year prospective study.

Savolainen

Mason

Lyyra

et al. 2017

Developmental Psychology

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Nordic welfare states have been very successful at reducing poverty and inequality among their citizens. However, the presence of a strong social safety net in these countries has not solved the problem of socioeconomic exclusion, manifesting in such outcomes as chronic unemployment and welfare dependency. In an effort to understand this phenomenon, the current study builds on the assumption that psychological risk factors emerge as important determinants of socioeconomic disadvantage in an environment where ascribed characteristics have less impact on educational and occupational attainment. Using data from Finland, this research examined a life course model linking childhood differences in cognitive skills and antisocial propensity to midlife socioeconomic exclusion. The Jyväskylä Longitudinal Study of Personality and Social Development (n = 369) follows individuals from age 8 (b. 1959) through age 50. Evidence from a structural equation model found support for key theoretical predictions: (a) human capital and antisocial pathways contributed independently to socioeconomic exclusion; (b) the effect of childhood psychological factors on midlife socioeconomic exclusion was mediated by adolescent and adult life course outcomes; and (c) the human capital and antisocial domains intersected such that antisocial children struggled in school as adolescents, which contributed to their persistence in crime and deviance in adulthood—a behavioral pattern that directly increased the risk of socioeconomic exclusion in midlife. In short, the findings suggest that early emerging differences in cognitive ability and antisociality set in motion a process of negative life outcomes with enduring consequences for socioeconomic well-being. The results are discussed from the perspective of sociohistorical context and public policy.

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Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention

Cited by 228 publications

References 63 publications

Self-Regulation

Self-Regulation

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Antisocial and human capital pathways to socioeconomic exclusion: A 42-year prospective study.

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