Self-regulation can be relevant for engagement, as children need to be able to modulate behaviors and control attention to be engaged. Although previous studies focus on the relation between self-regulation and engagement, little is known about this subject in children with disabilities or at risk. This study analyzes relations between self-regulation and engagement in inclusive preschool settings, considering children’s developmental functioning (DF). The main goal is to examine whether DF moderates the relation between self-regulation and engagement. Participants include three groups of children: with disabilities (n = 54), at risk (n = 78), and typically developing (n = 115). DF was assessed with a short version of the Matrix for Assessment of Activities and Participation; self-regulation with Head-Toes-Knees-Shoulders; and engagement with Child Observation in Preschool. Results indicated that higher levels of self-regulation were related to higher levels of engagement. A moderation effect between self-regulation and DF was also found: in the group of children with disabilities, the influence of self-regulation on engagement was larger. This highlights the relevance of promoting self-regulation, particularly in children with lower DF.

中文翻译：

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学龄前儿童的自我调节、参与和发育功能

自我调节可能与参与有关，因为儿童需要能够调节行为并控制注意力才能参与。尽管以前的研究侧重于自我调节和参与之间的关系，但对残疾或处于危险中的儿童的这一主题知之甚少。本研究分析了自我调节与包容性学前教育环境之间的关系，同时考虑了儿童的发育功能 (DF)。主要目标是检查 DF 是否调节自我调节和参与之间的关系。参与者包括三组儿童：残疾 (n = 54)、有风险 (n = 78) 和正常发育 (n = 115)。使用活动和参与评估矩阵的简短版本对 DF 进行评估；用头-脚趾-膝-肩进行自我调节；并参与学龄前儿童观察。结果表明，较高的自我调节水平与较高的参与水平有关。还发现自我调节和DF之间的调节作用：在残疾儿童组中，自我调节对参与的影响更大。这突出了促进自我调节的相关性，特别是在 DF 较低的儿童中。