The Relationship Between Self-Regulation, Classroom Behaviors, and Literacy in Kindergarten

• In Event: Roundtable Session 1
  In Roundtable Session: Young Children’s Classroom Peer Interactions

Abstract

Recent educational research studies have found self-regulatory skills to be an important factor in predicting academic outcomes of young children entering school. In this study we examined the relationship between three dimensions of self-regulation (executive function, classroom behavior problems, and prosocial skills) and literacy in kindergarten using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) data set. Regression analyses showed that teacher ratings of self-regulation significantly predicted literacy. Specifically, executive function and behavior problems were significant predictors of literacy, while prosocial skills were not. Understanding the role of self-regulation in developing academic domains has implications for policy and interventions in early education.

Authors

• Jaime Dice, University of Rhode Island

• Minsuk Kim Shim, University of Rhode Island

• Bethany Hamilton-Jones, University of Rhode Island

• Sandy Jean Hicks, University of Rhode Island

• Hyun Jin Chung, Bourne Public Schools

• Joseph Jerry Armendarez, University of Rhode Island