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Multiperspektivische Erfassung der Selbstregulationsfähigkeit von Vorschulkindern :

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      Zusammenfassung. Die frühe Förderung der Selbstregulationsfähigkeit als lernmethodische Kompetenz gewinnt in den letzten Jahren immer mehr an Bedeutung ( Fthenakis et al., 2007). Grund dafür sind u.a. Ergebnisse pädagogisch-psychologischer Forschungsarbeiten, die eine frühe Förderung zum Beispiel im Vorschulalter unterstützen ( Bronson, 2000a; Fthenakis, 2003). Zur Diagnostik und um Maßnahmen zur Förderung selbstregulierten Lernens von Vorschulkindern evaluieren zu können, sind zielgruppenadaptive Diagnoseverfahren, wie z.B. Beurteilungsinstrumente, notwendig, um die Fähigkeit zur Selbstregulation von Kindern im Vorschulalter erfassen zu können. Das Ziel der vorliegenden Studie war daher die psychometrische Überprüfung von Ratingskalen, mit Hilfe derer Erzieher_innen und Eltern das selbstregulierte Verhalten von Vorschulkindern beurteilen konnten (vgl. auch Büttner, Perels & Whitebread, 2011). Erste Ergebnisse weisen darauf hin, dass es sich bei der eingesetzten Ratingskala um ein reliables Instrument handelt, das aufgrund einer bestätigten konvergenten Validität erste Validitätsaspekte aufweist.

      A Multiperspective Approach to Assessing Preschoolers' Self-Regulating Ability

      Abstract. In recent years, the promotion of self-regulated learning in early childhood has increasingly grown in importance (cf. Fthenakis et al., 2007). Indeed, results from psychological research underline the relevance of this issue, supporting the promotion of early self-regulated education (cf. Bronson, 2000a; Fthenakis, 2003). Adaptive survey procedures are needed for diagnostic investigations as well as for the evaluation of measures to promote self-regulated learning in preschoolers. Therefore, the aim of this study is the validation of a rating scale with which caregivers (parents and kindergarten teachers) can assess self-regulated learning in young children by the age of 5–6 years ( Büttner, Perels, & Whitebread, 2011). The initial results suggest the scale is a sufficiently reliable instrument, with early indications of convergent validity.

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      Most cited references 18

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        Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten.

        This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.
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          Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.

          This study investigated predictive relations between preschoolers' (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps<.05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps<.05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten. Copyright 2007 APA.

            Author and article information

            Author notes
            Lisa Dörr, Franziska Perels, Bildungswissenschaften – Lehrstuhl für Empirische Schul- und Unterrichtsforschung, Universität des Saarlandes, Campus Saarbrücken, Campus A4 2, 66123 Saarbrücken, E-Mail lisa.doerr@ , E-Mail f.perels@
            Frühe Bildung
            Hogrefe Verlag, Göttingen
            April 2018
            : 7
            : 2 , Themenheft: Qualität im Feld der frühkindlichen Bildung, Betreuung und Erziehung
            : 98-106
            zfb_7_2_98 10.1026/2191-9186/a000359
            Self URI (journal-page):
            Freier Beitrag


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