Children's Self-regulation Research Articles

ASSOCIATIONS BETWEEN EARLY MATERIAL HARDSHIP AND BEHAVIORAL SELF-REGULATION DEVELOPMENT ACROSS CHILDHOOD: A PERSON-CENTERED APPROACH

We identified early material hardship profiles in infancy and their associations with the heterogeneity of behavioral self-regulation from early to middle childhood, using the Future of Families and Child Wellbeing Study (N=4,614). Four material hardship classes and three behavioral self-regulation trajectories were identified. Children experiencing diverse material hardship (e.g. food, bill, utility hardship) in year 1 demonstrated a higher probability of membership in the low-increasing and medium-stable behavioral self-regulation trajectories and a lower probability in the high-increasing trajectory from ages 3 to 9. Implications for addressing families’ financial material difficulties and supporting self-regulation for children at greater risk are discussed.

Intimate Partner Violence Exposure and Self-Regulation in Children and Adolescents: A Systematic Review

Intimate Partner Violence Exposure and Self-Regulation in Children and Adolescents: A Systematic Review

Complementary Feeding and Child Appetitive Traits in a Sample of Hispanic Mother-Child Dyads.

Complementary feeding practices may contribute to toddler eating practices that affect weight outcomes. Studies are needed to understand the relationship between complementary feeding practices and toddler dietary self-regulation. This study tests the hypothesis that earlier complementary food introduction predicts toddler food responsiveness and emotional overeating (ie, tendency to overeat in response to food cues and emotions, respectively), and considers whether introduction of certain foods better predict toddler dietary self-regulation. This study is a secondary analysis of data from a parent longitudinal birth cohort study on early growth/development among Hispanic mother-infant dyads. The analytic sample included 174 mother-child dyads recruited from maternity clinics affiliated with the University of Southern California in Los Angeles County. Recruitment and data collection were ongoing from July 2016 to April 2020. At 1-, 6-, 12-, and 24-months postpartum, mothers reported exclusive breastfeeding duration and age of complementary food introduction via questionnaire. Child food responsiveness and emotional overeating scores calculated from the Child Eating Behavior Questionnaire at 12 and 24 months of age. Separate linear mixed models with repeated measures were used to examine associations between age of complementary food introduction as a predictor of child food responsiveness or emotional overeating, controlling for infant sex, birth body mass index z score, duration of exclusive breastfeeding, and mother's body mass index. In separate models, delaying complementary food introduction by 1 month was associated with a 6% reduction in food responsiveness (P= 0.007) and a 5% reduction in emotional overeating scores (P= 0.013). Fifty-eight unique combinations of complementary foods introduced first were found, precluding analyses to examine whether specific combinations were related to eating behavior outcomes due to sample size limitations. Earlier complementary feeding was associated with higher food responsiveness and emotional overeating scores among Hispanic children. Future studies in larger samples are needed to characterize patterns of complementary food introduction and their influence on child self-regulation.

Perbedaan Penyesuaian Diri Anak dalam Belajar di Rumah Saat Pandemi COVID-19 Ditinjau dari Dukungan Sosial Orang Tua dan Self Regulation Anak di Kota Gorontalo

In this study, the goal to be achieved was to determine differences in children's adjustment to learning at home during the Covid 19 pandemic in terms of parents' social encouragement and children's self-regulation in the city of Gorontalo. The approach used in this research is quantitative. The method used in this study is a survey method using data collection techniques through questionnaires. There are three questionnaires used, namely the child's self-adjustment questionnaire, the parent's social encouragement questionnaire, and the self-regulation questionnaire. The research subjects were 120 parents who had children aged 5-7 years who attended state kindergartens in the city of Gorontalo. The sampling technique uses proportional random sampling, which means that the sampling takes into account the representation of all state kindergarten schools evenly in every sub-district throughout Gorontalo City. The data analysis technique used is a two-way ANOVA hypothesis test. Previously, the data had been tested for validity and reliability as well as assumption tests so that the data produced was completely unbiased and consistent. Hypothesis test results F = 0.683 with p = 0.508 (p <0.05) so there is no interaction between children's self-adjustment and learning at home during the Covid-19 pandemic in terms of parental social support and children's self-regulation. In addition, the results of hypothesis testing between children's adjustment to parental social support obtained F=0.095 with p=0.910 (p<0.05) meaning that there was no difference in child adjustment in terms of parental social support. Likewise, if the hypothesis test between the child's self-adjustment and the child's self-regulation yields F = 0.064 with p = 0.614 (p <0.05) it means that there is no difference in the child's adjustment in terms of the child's self-regulation. So it can be concluded that there is no difference in children's adjustment to learning at home during the Covid 19 pandemic in terms of social support and parental self-regulation both collectively and individually.

지역아동센터 이용 아동의 학교생활적응과 감사성향, 자아존중감, 자기조절능력의 구조적 관계

지역아동센터 이용 아동의 학교생활적응과 감사성향, 자아존중감, 자기조절능력의 구조적 관계

THE ENHANCEMENT OF ABILITY SELF REGULATION THROUGH OUTBOUND PLAY ACTIVITIES (AN ACTION RESEARCH IN GROUP B PAUD TAMAN BANGSA, GUNUNGSARI, WEST LOMBOK 2023)

This study aims to describe the processes and outcomes of learning to use outbound activities play in improving children's ability to self-regulation. The model used in this study is a model Kemmis and Taggart to the study subjects were 15 children in group B PAUD Taman Bangsa, Gunungsari. The study was conducted from November 2023 to January 2023. The study was carried out in 16 meetings that are divided into two cycles. Data collected through observation, interviews and documentation. Data analysis techniques used in this research is the analysis of qualitative and quantitative data. Quantitative data analysis used to determine the percentage increase in the ability of self-regulation of children after the action. Qualitative analysis is used to explain the study results. The results showed an increase in the ability of self-regulation in children after learning followed using outbound play activities. The ability of self-regulation of children in pre-cycle equal to 56.90%. In one cycle of increased 73.45% and increased to 88.53% in cycle two. The process of playing outbound activities have an impact on various aspects of child development as follows: physical, cognitive, language, social and emotional. The implication of this research is the process of early childhood learning need to use strategy to play outbound activity can be considered as a medium to improve the child's ability to self-regulation.

OUT to IN: a body-oriented intervention program to promote preschoolers' self-regulation and relationship skills in the outdoors.

Time for movement and outdoor experiences has decreased in children's daily lives. Nevertheless, a growing body of research has shown that body-oriented interventions and outdoor time benefit preschoolers' social-emotional development, a foundation for mental health. OUT to IN is a body-oriented intervention program implemented outdoors, designed to promote preschoolers' social-emotional competence. This study aimed to evaluate the effects of OUT to IN on preschoolers' self-regulation and relationship skills. A cluster randomized trial with multi-method and multi-informant assessment was implemented including 233 children between 3 and 6 years (122 boys, Mage = 5.07 years), from 4 preschools (8 groups with OUT to IN intervention, 4 groups without intervention - control group). The 153 children allocated to the OUT to IN group participated in biweekly sessions for 10 weeks. OUT to IN sessions followed a body-oriented approach comprising exercise play, relaxation, and symbolization activities, implemented outdoors by a psychomotor therapist and the preschool teacher. Sessions enabled children to feel, observe and control their bodily states and understand the relationship between their bodies and emotions. Teachers participated in a brief course and on 20 biweekly relaxation sessions. Children's self-regulation was measured through specific tasks and a parent questionnaire. Relationship skills (i.e., empathy, communication, cooperation and sociability) were measured through parents' and preschool teachers' questionnaires. Mann-Whitney test was used to study differences at baseline between the OUT to IN group and the control group, and to study differences in the 10-week changes between both groups. Wilcoxon Test was used for intragroup comparisons. After the 10-week intervention period, children who participated in OUT to IN showed significant improvements on self-regulation and relationship skills (empathy, cooperation and sociability), in comparison to the control group who did not show any significant improvements. Large size effects (η2 > 0.14) were found for most of the variables related to self-regulation and small (η2 > 0.01), medium (η2 > 0.06) and large size effects (η2 > 0.14) were found for the variables related to relationship skills. OUT to IN showed to be an effective body-oriented intervention program in improving children's self-regulation and relationship skills, which are recognized foundations for mental health and well-being.

Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators.

Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested the statistical pathways by which children from lower SES backgrounds develop low self-regulation skills and subsequently poor attainment at the end of primary school. Adding the home learning environment, which is associated with both SES and self-regulation, further fleshes out the longitudinal pathways. We propose and test a new model where the relationship between SES and school attainment is sequentially mediated by the family home learning environment and the child's self-regulation. This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children. We measured SES (via socio-economic disadvantage) based on an index of low parental education, occupation and income at age 3+. The home learning environment was measured by the Home Learning Environment Index at age 3+; self-regulation was a teacher report on the Child Social Behaviour Questionnaire at age 4+ and attainment was measured via scores on national assessments of English and Maths at age 11. Our measure of disadvantage predicted attainment. The home learning environment predicted children's self-regulation skills. The relationship between disadvantage and attainment was sequentially mediated by the home learning environment and self-regulation. These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.

Pre-pandemic family resources and child self-regulation in children's internalizing problems during COVID-19: a multi-level social-ecological framework for emotional resilience.

Children's psychological adjustment to adverse events can be determined by multiple risk and resilience factors. This study explored multi-level protective factors against children's internalizing problems and investigated the mechanism regarding how diverse environmental and child-level resources influence children's mental health in the context of COVID-19. Our participants included a nationally representative sample of 2,619 young children (48.3% girls) and their primary caregivers (95.1% mothers) in Singapore. They were a subset of the participants in the Singapore Longitudinal Early Development Study (SG LEADS). Data were collected over two waves-before the outbreak of the COVID-19 pandemic (Wave 1) when these children aged 3 to 6, and during the second year of the pandemic (Wave 2). Primary caregivers completed measures of verbal cognitive ability, self-control, economic stress, and positive and negative parental control in Wave 1. Children's self-regulation was assessed by the Delay of Gratification task in Wave 1, and their internalizing problems were rated by their primary caregivers in both waves. Other pre-pandemic family and community characteristics were collected as covariates. Structural equation modeling was performed. Pre-pandemic parental resources (i.e., verbal cognitive ability, self-control, and low economic stress) predicted children's fewer internalizing problems during the pandemic and less aggravation of internalizing problems from before to during the pandemic, through more positive parental control (i.e., limit setting) and less negative parental control (i.e., harsh discipline). Moreover, children's self-regulation during early childhood was predicted by their primary caregivers' verbal cognitive ability and self-control, as well as positive parental control. Early childhood self-regulation further alleviated the aggravation of internalizing problems over time. Among the covariates, parental education, family income, parental psychological well-being, living with both parents, having a live-in domestic helper, and neighborhood quality also longitudinally predicted fewer child internalizing problems. Our findings underscore the importance of nurturing children's emotional resilience under adverse and uncertain circumstances by boosting protective factors in their social-ecological system, including community-, family-, parent-, and child-level resources.

Relations between self-regulation and behavioral adjustment in Chinese American immigrant children during early elementary school years.

The present study examined associations between sociocultural factors and self-regulation (parent-report, teacher-report, laboratory tasks), and prospective relations between self-regulation and behavioral adjustment (parent-, teacher-, child-report) in a socioeconomically diverse sample of Chinese American children in immigrant families (N = 258, Wave 1 age = 6-9 years, Wave 2 age = 9-11 years, 52% boys, 57% low-income) in a longitudinal study (2007-2011) during early elementary school years. Family income uniquely related to a self-regulation latent factor ( = .22), and parent-child Chinese orientation gaps were associated with parent-reported effortful control ( = .40). Self-regulation at W1 negatively predicted parent- and teacher-reported behavioral maladjustment ( = -.22 and -.48) at W2, controlling for cross-time stability of both constructs and covariates (child sex, parental education).

어머니와 교사가 평정한 유아의 주도성과 자기통제가 운동발달에 미치는 영향

Objectives The study noted the importance of child motor development, confirming the impact of mother-reported and teacher-reported child initiative and self-regulation on the children’s motor development.
 Methods For 278 children, motor development was measured using the Test of Gross Motor Development (TGMD-II), and child initiative and self-regulation data were collected from 278 mothers and 14 teachers using the Devereux Early Childhood Assessment questionnaire.
 Results There was a difference in child motor development according to the level of initiative and self-regulation. The higher the mother evaluates her child's self-regulation, the higher the teacher evaluates the child's initiative, the better the child's locomotion skills were. With this, the higher the mother and teacher assess the child's self- regulation, the higher the teacher assessed the child's initiative, the better the child's object-control skills were.
 Conclusions The results of this study provide examples of whole child by empirically illustrate the relationship between social emotional development and physical motor development.

Parental Style of Interaction in the Formation of Early Childhood Self-Regulation Skills

The article surveys the main approaches to the definition of self-regulation, the milestones in the formation of self-regulation, methods of its assessment, characteristics of parental behavior affecting the self-regulation of the child. The results of the longitudinal study of 74 normotypic children are presented. According to the obtained data, both temperament and parental behavior play an important role in the formation of self-regulation skills in early childhood. Moreover, the same style of parental interaction at one age stage can act as a factor that contributes to the development of self–regulation, at another — it can reduce it.

Роль родительских стилей воспитания в поддержании и снижении уровня саморегуляции у подростков

<p style="text-align: justify;">The article presents the analysis of national and foreign studies of the role of parental behavior in the development of self-regulation in adolescents. The role of fathers and mothers in the development of self-regulation in adolescents, the interdependence of the behavior of children and parents are the main points of interest. In the article, the characteristics of the types of parental control and data on the reduction of problem behavior in adolescents in case of awareness and involvement on the part of parents are introduced. We also consider the consequences of negative parental practices for the formation of self-regulation and self-control in adolescents. The articles discusses the role of parenting styles in the development of self-regulation in children with the focus on the heterogeneity of data and the ambiguity of the negative impact of authoritarian upbringing It also emphasizes the relevance of the issue of the possibilities of supporting self-regulation of adolescents by parents, which was confirmed during the pandemic and thus encourages further research for reasons of current conditions of high social uncertainty.</p>

Instilling Self-regulation in Children with Autism (Case Study in SLBN (State Special School) Kuala Tungkal)

The problem in this study is the need to instill self-regulation in early childhood to control children's minds in learning activities and emotions and instill behavior control in friends in their environment. If it can be instilled, then autistic children can concentrate on learning. The learning process so far is rarely done on children if they do not like the activity or the subject matter they are studying. This research aims to find out how to foster self-regulation in autistic children. This research is descriptive-qualitative, while the data collection methods used are observation, interviews, and documentation to find answers to the problems raised. The conclusion is instilling Self Regulation in autistic children by providing positive reinforcement in learning autistic children, stimulating responsive language skills, and practicing the expressive language in children, which can help them become individuals who are independent, responsible, and able to manage emotions and behavior. , and daily tasks effectively. This research has an update that focuses more on autistic children, namely developing self-regulation by providing guidance and appropriate behavior models to help children practice and strengthen their self-regulation skills.

Modeling the relationships among home literacy environment, reading interest, self-regulation, and reading ability of children with intellectual disabilities in China

Background Understanding of reading skills of children with intellectual disabilities can help implement appropriate educational strategies. This study aimed to explore the relationship between home literacy environment and reading ability of children with intellectual disabilities and possible mediating roles of reading interest and self-regulation in this relationship. Method 297 Chinese children with intellectual disabilities were surveyed for home literacy environment, reading interest, self-regulation and reading ability questionnaires. Data entry, correlation and structural equation modeling were performed using the Statistical Package for Social Science software package. Results Home literacy environment impacted reading ability of children with intellectual disabilities via mediation by reading interest and self-regulation. Conclusions These results revealed the influencing pathways of home literacy environment on reading ability of children with intellectual disabilities and ascertained the positive roles of reading interest and self-regulation in their reading development.

Associations between behavioral self-regulation and external food cue responsiveness (EFCR) in preschool-age children and evidence of modification by parenting style

Decreased behavioral regulation is hypothesized to be a risk factor for excess weight gain among children, possibly via reduced appetite-specific regulation. Little research has specifically focused on behavioral regulation and food cue responsiveness, a conditioned precursor to eating, at a young age. This study examined the association between behavioral regulation and external food cue responsiveness among preschool-age children and explored if a more structured parenting style moderated that association. Baseline data from a prospective study on media use among preschool-age children (n = 83) in Northern New England were used. Parents reported on three domains of children's behavioral regulation (attentional focusing, inhibitory control, and emotional self-regulation), the children's external food cue responsiveness (EFCR), and their parenting styles (authoritative and permissive) via validated questionnaires. Mean age among children was 4.31 (SD 0.91) years, 57% of children were male, 89% were non-Hispanic white, and 26.2% had overweight or obesity. In a series of adjusted linear regression models, lower attentional focusing (standardized β, βs = −0.35, p = 0.001), inhibitory control (βs = −0.30, p = 0.008), and emotional self-regulation (standardized beta, βs = −0.38, p < 0.001) were each significantly associated with greater EFCR. In exploratory analyses, a more structured parenting style (more authoritative or less permissive) mitigated the associations between inhibitory control and EFCR (Bonferroni-adjusted p-interaction < 0.017). Findings support that lower attentional focusing, inhibitory control, and emotional self-regulation relate to greater ECFR in preschool-age children. The association between inhibitory control and EFCR may be modified by parenting style. Further research is needed to understand if children's responsiveness to external food cues may account for reported associations between lower behavioral regulation and adiposity gain over time.

어머니 행복감 군집유형에 따른 유아의 공감능력과 배려행동의 차이

Objectives This study aimed to examine the differences in empathy ability and caring behavior of children across the cluster type of mother's happiness. Methods A survey was conducted on 370 mothers with children aged 4 to 5 living in Seoul and Gyeonggi Province, from October to November 2021. Based on the collected data, cluster types were derived through hierarchical cluster analysis and K-means cluster analysis methods, and the analysis was performed by one-way ANOVA. The main research findings are as follows. Results First, four types of happiness were identified: ‘a group for higher happiness’, ‘a group for higher autonomy’, ‘a group for higher personal growth’, and ‘a group for lower happiness’. Second, the children of mothers from the ‘higher happiness group’ and ‘higher autonomy group’ showed higher empathy and caring behavior than those of mothers from the other groups. Lastly, children of mothers of the ‘higher personal growth’ group were not higher in empathy and caring behavior than those of other mother groups. Conclusions The study results imply that the mother's happiness as a caregiver is important for the development of children's empathy and caring behavior, and that an social and policy approach that can enhance mother's happiness is needed for better children’s empathy and caring behavior. This study is to understand the relationship between parent-child finteraction, child's self-regulation, and child's caring behavior in the early childhood.

Associations of gross motor skills with self-regulation and executive function in preschool-aged children

This study aimed to examine associations between gross motor skills and executive functions (EF) in a large sample of Australian preschool-aged children. Of 566 children (mean age = 3.2 ± 0.4 years, 51.2% girls), locomotor, object control, and total skill competence were significantly associated with visual spatial working memory and inhibition ( p &lt; 0.05). Total skill competence was associated with shifting and locomotor skills were significantly associated with self-regulation ( p &lt; 0.05). Static balance was significantly associated with inhibition and shifting ( p &lt; 0.05). In boys, an association between object control skills and visual spatial working memory was observed. In girls, an association between static balance and visual spatial working memory, phonological working memory, and shifting was observed. The identification of significant associations between gross motor skills and different EFs is an important contribution to the growing evidence on the relationship between motor skills and EFs in early childhood.

The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder.

This study examined the impacts of two types of physical exercises (two-wheel cycling vs stationary cycling) on cognition and self-regulation among 64 children with autism spectrum disorder. It also explored the role of social, emotional, and physical needs of an individual in the relationship between exercise, cognition, and self-regulation. Results showed that participants in the two-wheel cycling group showed significant improvements in their cognition and that the two exercise groups also enhanced their self-regulation. Moreover, this study also revealed that the social need is crucial in mediating the relationship between exercise and self-regulation. This study strengthens the notion that cognitively engaging exercise is more beneficial than the non-cognitively engaging exercise in enhancing cognition in children with autism spectrum disorder.

Çocuğun Öz-Düzenleme Gelişimi: Okul Öncesi Eğitim Süresi ve Öğretmenlerin Öz-Düzenleme Düzeyi Bağlamında İncelenmesi

This study was conducted to examine the self-regulation of teachers working in preschool education institutions, their practices to support self-regulated learning, and the relationship between preschool education status and children's self-regulation skills. The sample of this study, in which the relational survey model, one of the quantitative research methods, was used, consisted of 316 teachers and 213 children working in primary school preschool classes and independent kindergartens affiliated with the Ministry of National Education in Mersin province. The demographic information of the participants was collected through the Demographic Information Form prepared by the researcher. Teachers' self-regulation was assessed with the "Self-Regulation Scale", while the practices they used to support self-regulated learning were assessed with the "Scale for Evaluating Preschool Teachers' Practices to Support Self-Regulated Learning" (SC-SRLS). Children's self-regulation skills were assessed with the "Preschool Self-Regulation Scale" (PSRS), which requires face-to-face practice with each child. As a result of the study, it was found that children's self-regulation skills differed significantly in favor of children older than 68 months. In addition, it was determined that children's self-regulation and emotion regulation differed in favor of girls according to gender. In the study, the self-regulation skills of children with more than one year of preschool education were significantly higher than those of children with less preschool education. As a result of the study, it was determined that there was a positive and significant relationship between teachers' self-regulation and classroom practices to support self-regulated learning. In addition, there was a positive and significant relationship between teachers' self-regulation and the practices they used to support self-regulated learning and children's self-regulation skills.