Self-regulation in elementary school: Do teacher-reported effortful control and directly assessed executive function codevelop?

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2024-11-01 Epub Date: 2023-10-23 DOI:10.1037/dev0001658

Emily M Weiss

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引用次数: 0

Abstract

Self-regulation (SR) is a central developmental task of early childhood and is considered essential for children's success during elementary school. It has typically been conceptualized as effortful control (EC) or executive function (EF), drawing respectively on research traditions in temperament and cognitive development. These aspects of SR are theorized to emerge from an intertwined developmental process, but the nature of their relation throughout elementary school has not been established. In particular, it is not known whether ratings given by teachers based on behavioral observations align with those directly assessed via novel performance tasks. This article addresses this gap in the knowledge by examining the codevelopment of EC and EF with regard to intraindividual trajectories of change. Drawing on a national sample (N = 8,742) from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011, two longitudinal modeling approaches (parallel-process latent growth curves with structured residuals, Curran et al., 2014; multidimensional growth mixture models, Wickrama et al., 2021) were applied to examine children's SR between second and fifth grade. Overall, results do not reveal a systematic codevelopmental relation between EC and EF when accounting for intraindividual processes. Findings are discussed with regard to developmental theory and application. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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小学自我调节：教师是否报告努力控制和直接评估执行功能共同发展？

自我调节（SR）是幼儿期的一项核心发展任务，被认为是儿童在小学取得成功的关键。它通常被概念化为努力控制（EC）或执行功能（EF），分别借鉴了气质和认知发展的研究传统。SR的这些方面理论上是从一个相互交织的发展过程中产生的，但它们在整个小学的关系性质尚未确定。特别是，目前尚不清楚教师根据行为观察给出的评分是否与通过新的表现任务直接评估的评分一致。本文通过研究EC和EF在个体内变化轨迹方面的共同发展来解决这一知识差距。根据2010-2011年幼儿纵向研究幼儿园队列的全国样本（N=8742），采用两种纵向建模方法（具有结构化残差的平行过程潜在生长曲线，Curran等人，2014；多维生长混合模型，Wickrama等人，2021）来检查二年级至五年级儿童的SR。总的来说，在考虑个体内过程时，结果并没有揭示EC和EF之间的系统共同发展关系。讨论了发展理论和应用方面的研究结果。（PsycInfo数据库记录（c）2023 APA，保留所有权利）。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.