Methodological Overlap in Early Childhood Education Self-Regulation Research: An Interdisciplinary Systematic Review

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Robbie A. Ross, Kate E. Ascetta
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引用次数: 0

Abstract

Young children’s self-regulation (SR) skills are linked to many important outcomes across the lifespan and school stakeholders widely agree that these skills should be prioritized in schools. Despite broad agreement about the importance of these skills, the diverse field of SR research is rife with a lack of clarity in both conceptual definitions and measurement with many different terms and definitions used interchangeably. With a systematic review of early childhood SR research in schools, we aimed to add to these efforts by cataloguing which SR variables researchers measure and the specific methodological choices made to capture such variables. Coders identified 319 peer-reviewed articles published between 2010–2020 that included a school-based measurement of self-regulation related constructs among children between 3- and 8-years. This revealed 11 distinct variable terms used widely in the literature to refer to SR related skills or characteristics and behavior problems was overwhelmingly the most frequent. Studies of many of these variables relied heavily on adult reports, usually teachers, and the use of multiple informants to measure variables was uncommon. Findings further highlight the conceptual clutter in SR research, point to possible points of empirical weaknesses in the measurement of these skills, and identify some methodological overlap in how variables are being operationalized in the literature.

Abstract Image

幼儿教育自我调节研究中的方法重叠:跨学科系统回顾
幼儿的自我调节(SR)技能与整个生命周期的许多重要成果息息相关,学校利益相关者普遍认为这些技能应在学校中得到优先考虑。尽管人们普遍认为这些技能非常重要,但自律能力的研究领域多种多样,概念定义和测量方法都不明确,许多不同的术语和定义可以互换使用。通过对学校中幼儿性健康教育研究的系统性回顾,我们旨在对研究人员所测量的性健康教育变量以及为捕捉这些变量而选择的具体方法进行编目,从而为这些研究工作添砖加瓦。编纂者确定了 2010-2020 年间发表的 319 篇同行评审文章,其中包括对 3-8 岁儿童的自我调节相关建构的校本测量。结果发现,文献中广泛使用了 11 个不同的变量术语来指代自律相关技能或特征,而行为问题是最常见的。对其中许多变量的研究在很大程度上依赖于成人(通常是教师)的报告,使用多个信息提供者来测量变量的情况并不常见。研究结果进一步凸显了性健康教育研究中概念的混乱,指出了在测量这些技能时可能存在的经验弱点,并确定了文献中变量操作方法上的一些重叠。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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