{"title":"探索工程学思维习惯与儿童自我调节能力之间的关系","authors":"Ahmet Erol, Mustafa Erol, Merve Canbeldek","doi":"10.1007/s10643-025-01916-9","DOIUrl":null,"url":null,"abstract":"<p>This study investigated the relationship between engineering habits of mind (EHoM) and self-regulation (SR) skills in 5- to 6-year-old children. The study employed a relational survey method and included 25 teachers and 400 children in their classrooms as participants. Data were collected using validated scales measuring engineering habits of mind and self-regulation skills and were analyzed using Pearson correlation analysis. The study’s findings revealed a significant positive relationship between engineering habits of mind and self-regulation skills. Self-regulation components such as attentional flexibility, working memory, and inhibitory control are moderately positively related to systems thinking, optimism, creativity, collaboration, communication, and attention to ethical considerations, which are components of engineering habits of mind. Our findings contribute to the studies on self-regulation skills and engineering habits of mind, which are increasingly prevalent in early childhood.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"240 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the Relationship Between Engineering Habits of Mind and Self-Regulation Skills in Children\",\"authors\":\"Ahmet Erol, Mustafa Erol, Merve Canbeldek\",\"doi\":\"10.1007/s10643-025-01916-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study investigated the relationship between engineering habits of mind (EHoM) and self-regulation (SR) skills in 5- to 6-year-old children. The study employed a relational survey method and included 25 teachers and 400 children in their classrooms as participants. Data were collected using validated scales measuring engineering habits of mind and self-regulation skills and were analyzed using Pearson correlation analysis. The study’s findings revealed a significant positive relationship between engineering habits of mind and self-regulation skills. Self-regulation components such as attentional flexibility, working memory, and inhibitory control are moderately positively related to systems thinking, optimism, creativity, collaboration, communication, and attention to ethical considerations, which are components of engineering habits of mind. Our findings contribute to the studies on self-regulation skills and engineering habits of mind, which are increasingly prevalent in early childhood.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":\"240 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2025-04-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-025-01916-9\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-025-01916-9","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring the Relationship Between Engineering Habits of Mind and Self-Regulation Skills in Children
This study investigated the relationship between engineering habits of mind (EHoM) and self-regulation (SR) skills in 5- to 6-year-old children. The study employed a relational survey method and included 25 teachers and 400 children in their classrooms as participants. Data were collected using validated scales measuring engineering habits of mind and self-regulation skills and were analyzed using Pearson correlation analysis. The study’s findings revealed a significant positive relationship between engineering habits of mind and self-regulation skills. Self-regulation components such as attentional flexibility, working memory, and inhibitory control are moderately positively related to systems thinking, optimism, creativity, collaboration, communication, and attention to ethical considerations, which are components of engineering habits of mind. Our findings contribute to the studies on self-regulation skills and engineering habits of mind, which are increasingly prevalent in early childhood.
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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