What question did this study set out to answer?

To examine how children's self-regulation at kindergarten entry and kindergarten classroom quality independently and interactively influence adaptive classroom behaviors.

July 1, 2009Developmental Psychology

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

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Authors

SRSara E. Rimm‐KaufmanUniversity of Virginia TCTimothy W. CurbyGeorge Mason University KGKevin J. GrimmArizona State University

Discussion

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Implication

Longitudinal observational study reveals that entry self-regulation and classroom quality independently enhance adaptive behaviors in kindergarteners, highlighting the value of classroom management.

Key Points

To examine how children's self-regulation at kindergarten entry and kindergarten classroom quality independently and interactively influence adaptive classroom behaviors.
Directly assessed children's self-regulation upon kindergarten entrance and observed kindergarten classroom quality across multiple visits during the school year.
Assessed adaptive behaviors using spring teacher ratings (cognitive self-control, behavioral self-control, work habits) and bimonthly classroom observations (behavioral engagement, off-task behavior) from November to May.
Employed hierarchical linear models to examine main effects and test whether classroom quality moderated the impact of entry self-regulation on classroom behaviors.
School-entry self-regulation directly predicted higher teacher-rated cognitive self-control, behavioral self-control, and productive work habits in the spring.
High classroom quality, specifically effective classroom management, was linked to greater behavioral and cognitive self-control, higher engagement, and significantly reduced off-task behavior.
Classroom quality did not moderate the relationship between children's initial self-regulation and their subsequent adaptive classroom behaviors.

Cite This Study

Rimm‐Kaufman et al. (2009) studied this question.

synapsesocial.com/papers/69fcbfc99a4328ddd8fa4e31 https://doi.org/10.1037/a0015861

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Implication

Longitudinal observational study reveals that entry self-regulation and classroom quality independently enhance adaptive behaviors in kindergarteners, highlighting the value of classroom management.

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

Discussion

Member takes

Implication

Key Points

Cite This Study

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

Discussion

Member takes

Implication

Key Points

Cite This Study

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