Exploring the Relation Between Dual Language Learner Preschoolers' Self-Regulation Skills and Academic Achievement

• In Event: Meeting the Needs of Dual Language Learners and Immigrants

Abstract

Despite the growing population of Latino Dual Language Learner (DLL) children, there is little research focused on understanding the development of skills necessary for school success, for example the development of self-regulation skills. Although research has found an association between self-regulation skills and academic achievement in monolingual preschoolers, little research has examined this association in DLL preschoolers. The current study examined the relation between two components of self-regulation skills, effortful control and emotion regulation, and two components of academic achievement, science and language skills, in DLL Head Start preschoolers. Results indicate significant associations between effortful control and emotion regulation with both science and language and are discussed in terms of implications for intervention in classrooms serving DLL preschoolers.

Authors

• Elica Bahar Sharifnia, University of Miami

• Silvia Niño, University of Miami

• Elizabeth Frechette, The University of Oklahoma

• Daryl B. Greenfield, University of Miami