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Eric.ed.gov – Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers’ Academic Achievement

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The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant, positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Discussion focuses on domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and relations to early achievement. [This paper was published in “Early Education and Development,” v25 n5 p641-660 2014 (EJ1030908).]

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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