School Psychology
Mahnaz Akhavan Tafti; Niloofar Esmaeili; Salehe Piryaei; Shirin Mohamadzadeh; Seyedeh Paniz Parvar
Abstract
This study quantitatively explored a causal model of the association between two focal self-regulation constructs (executive functioning and effortful control) and social school readiness in preschoolers. The population comprised all preschool children and their mothers who resided in Tehran (2018-2019). ...
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This study quantitatively explored a causal model of the association between two focal self-regulation constructs (executive functioning and effortful control) and social school readiness in preschoolers. The population comprised all preschool children and their mothers who resided in Tehran (2018-2019). With the help of their mothers, 342 children with a mean age of five years completed the Cambridge Neuropsychological Test Automated Battery (CANTAB; 1994), the Children’s Behavior Questionnaire (Very Short Form) – (CBQ-VSF; 2006), the Child Behavior Checklist (CBCL; 2001), and the Social School Readiness Scale (1982). The data were analyzed using structural equation modeling (SEM) in AMOS 22. Effortful control and socio-emotional competence significantly affected social school readiness (p<0.01). Moreover, executive functioning affected social school readiness, mediated by effortful control in the alternative model (p<0.01). These findings expand the existing early childhood research by specifying the link between two major aspects of self-regulation and social-emotional school readiness. An integrative approach considering the behavioral and neuropsychological measurements of self-regulation would help elucidate the predictors of social school readiness in early childhood.
Mahnaz Akhavan Tafti; Salehe Piryaei; Elahe Jarrahi
Abstract
The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged
7 to 9, the social-emotional development scale, the Barkley Deficits in Executive Functioning Scale-Children ...
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The current research investigated the relationship between key social-emotional and cognitive factors, termed as executive functions, with academic performance. In a representative sample (N = 76) aged
7 to 9, the social-emotional development scale, the Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA) and Academic Performance Questionnaire (APQ) were used to measure research variables. Then, Structural equation modeling using SPSS-22 and AMOS-20 indicated that social emotional skills mediated by cognitive/executive functions were positively related to academic performance in children in the final model. Increase in academic performance was found when children are capable of better utilizing executive function strategies at academic settings. Thus, it is evident that early screening of social-emotional and cognitive/executive functions in young children can lead to identify children with difficulties in learning.
Somaye Jamali Paghale; Moluk Khademi Ashkzari; Mahnaz Akhavan Tafti; Ahmad Abedi
Abstract
The aim of the current research was to investigate the effectiveness of early educational interventions on the self-regulation skills of preschool children. Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children ...
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The aim of the current research was to investigate the effectiveness of early educational interventions on the self-regulation skills of preschool children. Statistical population was the Preschool children of Isfahan kindergarten aged 6 to 7 during 2017-2018.The sample consisted of 30 Preschool children that were selected using clustered sampling. The sample consists of 30 Preschool children that were selected using cluster sampling (each group consisted of 15 children). The early educational interventions were conducted in the experimental group. In the semi experimental design, the Preschool Self-regulation Assessment (Smith Donald, 2007) was used to measure research variables. Results showed that early educational interventions were effective in cognitive, emotional and behavioral regulation skills and leading to improved school readiness in children. Early education can have the main role in self-regulation among children. Thus, it is indicated that effective self-regulation provides a foundation for positive classroom behavior and academic achievement
