ABSTRACT

Self-regulation describes how individuals assess and adapt to demands within and across environments. Research accumulated over the past quarter century identifies self-regulation as a powerful predictor of children’s school success. However, studying young children’s self-regulation in school is challenging. Tools that are easy and efficient to administer, closely linked to curriculum and learning in classrooms, and that do not require self-reports from children are needed. Here we report on the development and validation of the Self-Regulation In School Inventory (SRISI), a teacher-report tool designed to assess typically developing young children’s self-regulation in school. Then, we present data from the SRISI that shows how different targets of self-regulation in school were related to one another, school adjustment, child gender, and achievement. Data were gathered from 28 teachers who provided ratings of 307 kindergarten children’s (age range = 4.96–6.61 years old) self-regulation using the SRISI. An exploratory factor analysis on the SRISI items distinguished three targets of self-regulation in school: ‘Emotion Regulation’, ‘Self-Regulation of/for Learning’ and ‘Socially Responsible Self-Regulation’. Path analysis confirmed the relationship between child gender and ER and SRSR, and between SRL and achievement. Findings are situated within a larger discussion concerning the assessment of young children’s self-regulation in school.

摘要

自我调节描述了个人如何评估和适应环境内和跨环境的需求。过去 25 年积累的研究表明，自我调节是儿童学业成功的有力预测因素。然而，研究幼儿在学校的自我调节是具有挑战性的。需要易于管理、与课程和课堂学习密切相关且不需要儿童自我报告的工具。在这里，我们报告了学校自我调节量表 (SRISI) 的开发和验证，这是一种教师报告工具，旨在评估典型的幼儿在学校的自我调节能力。然后，我们展示了来自 SRISI 的数据，这些数据显示了学校自我调节的不同目标如何相互关联、学校调整、儿童性别、和成就。数据来自 28 名教师，他们使用 SRISI 对 307 名幼儿园儿童（年龄范围 = 4.96-6.61 岁）的自我调节进行了评级。对 SRISI 项目的探索性因素分析区分了学校自我调节的三个目标：“情绪调节”、“学习的自我调节”和“对社会负责的自我调节”。路径分析证实了儿童性别与 ER 和 SRSR 之间的关系，以及 SRL 与成就之间的关系。调查结果位于关于评估幼儿在学校自我调节的更大讨论中。对 SRISI 项目的探索性因素分析区分了学校自我调节的三个目标：“情绪调节”、“学习的自我调节”和“对社会负责的自我调节”。路径分析证实了儿童性别与 ER 和 SRSR 之间的关系，以及 SRL 与成就之间的关系。调查结果位于关于评估幼儿在学校自我调节的更大讨论中。对 SRISI 项目的探索性因素分析区分了学校自我调节的三个目标：“情绪调节”、“学习的自我调节”和“对社会负责的自我调节”。路径分析证实了儿童性别与 ER 和 SRSR 之间的关系，以及 SRL 与成就之间的关系。调查结果位于关于评估幼儿在学校自我调节的更大讨论中。