Cross-lagged effects of self-regulation skills and behaviour problems in the transition from preschool to elementary school

被引：3

作者：

Rademacher, Annika ^{[1
]}

Zumbach, Jelena ^{[2
]}

Koglin, Ute ^{[1
]}

机构：

[1] Carl von Ossietzky Univ Oldenburg, Fac Educ & Social Sci, Dept Pedag & Rehabil Psychol, Oldenburg, Germany

[2] Psychol Hsch Berlin, Family Law Psychol, Berlin, Germany

来源：

EARLY CHILD DEVELOPMENT AND CARE | 2022年 / 192卷 / 04期

关键词：

Self-regulation; behaviour problems; transition preschool elementary school; cross-lagged panel; CHILDHOOD; PREDICTS; RISK;

D O I：

10.1080/03004430.2020.1784891

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The transition from preschool to elementary school requires high adaptive behaviours. Our study's aim is to analyze the reciprocal effects between self-regulation and behaviour problems during this transitional phase. Study results are based on longitudinal data collected at preschool and elementary school. Children's level of behaviour problems at school is predicted by preschool self-regulation skills and earlier behaviour problems. An optimal self-regulation is a substantial resource during the transitional phase and early interventions targeting at strengthening self-regulation skills are indicated.

引用

页码：631 / 637

页数：7

共 43 条

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