幼儿园儿童自我调节模式：潜在特征分析

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology Pub Date : 2025-04-19 DOI:10.1016/j.appdev.2025.101791

Nora Tilda Kunz, Niamh Oeri

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引用次数: 0

摘要

幼儿期的自我调节是学业、社交和情感发展的基础。虽然自我调节领域紧密相连，但大多数发展研究都侧重于单一调节领域，而忽视了多个自我调节领域如何共同促进儿童的整体自我调节。以人为中心的研究方法提供了识别自我调节特征的可能性，从而可以更全面地了解不同的自我调节模式，同时也考虑到个体间潜在的异质性。在本研究中，我们进行了潜特征分析，包括四个自我调节领域：注意力调节、情绪调节、行为调节和认知调节。样本包括 N = 254 名瑞士幼儿园学生（年龄 = 6.0 岁，51.2% 为女性，24.2% 有移民背景）。研究结果显示了三种自我调节特征：自我调节能力强的儿童（74%）、有跨领域调节困难的儿童（19%）和有明显行为调节困难的儿童（7%）。此外，协变量分析还显示了行为问题、父母参与、年龄和性别方面的特征差异。

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Self-regulation patterns in kindergarten children: A latent profile analysis

Early childhood self-regulation is foundational for academic, social, and emotional development. Although self-regulation domains are strongly intertwined, the majority of developmental research focuses on single-regulation domains, neglecting how multiple self-regulation domains jointly contribute to children's overall self-regulation. Person-centered approaches offer the possibility to identify self-regulation profiles, allowing for a more comprehensive understanding of different self-regulation patterns while also considering potential heterogeneity among individuals. In the present study, we conducted a latent profile analysis and included four self-regulation domains: attention regulation, emotion regulation, behavioral regulation, and cognitive regulation. The sample consisted of N = 254 Swiss kindergarteners (M_age = 6.0 years, 51.2 % female, 24.2 % migration background). The results revealed three self-regulation profiles: Competent regulators (74 %), children showing cross-domain regulation difficulties (19 %), and children with pronounced behavioral regulation difficulties (7 %). Moreover, covariate analysis revealed profile differences regarding behavioral problems, parental involvement, age, and gender.

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来源期刊

Journal of Applied Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.10

自引率

3.30%

发文量

期刊介绍： The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly.