Behavioral Regulation in Pre-Kindergarten: The Interplay between Hot and Cool Regulation and the Classroom Context
Public Deposited- Last Modified
- February 26, 2019
- Creator
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Thomas, Megan
- Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
- Abstract
- One important predictor of school readiness and later academic outcomes is the early development of self-regulation. Self-regulation, particularly executive function has been found to impact not only educational outcomes but more generalized developmental trajectories. The roles of hot and cool regulation in the pre-kindergarten period will be analyzed by exploring the relationships between regulation, the classroom context, and child-level outcomes such as school readiness and task orientation in the classroom environment. Behavioral, cognitive, and observational measures were analyzed in a sample of preschool children across two assessment points, and found potential differential impacts of the preschool classroom context across subgroups of children with varying levels of regulatory abilities. Children’s school readiness scores as well as task orientation within the classroom and the child’s ability to regulate were moderated by the quality of the preschool classroom. The conclusions drawn from this study were based upon data collected with a small pilot sample of participants as part of a larger, ongoing study and should be further explored in larger, more diverse populations.
- Date of publication
- spring 2014
- Keyword
- DOI
- Resource type
- Rights statement
- In Copyright
- Note
- Funding: LEAPS Project, Grant from: National Institute of Child Health and Human Development (1 R21 HD075309-01) PI's: Dr. Cathi Propper & Dr. Jennifer Coffman
- Advisor
- Coffman, Jennifer
- Degree
- Bachelor of Arts
- Honors level
- Highest Honors
- Degree granting institution
- University of North Carolina at Chapel Hill
- Extent
- 55 p.
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