Description:
The purpose of this study is to examine the association between the classroom context, self-regulation skills, and academic achievement in a sample of Dual Language Learning (DLL) children enrolled in Head Start. Given the increasing number of DLL children enrolled in Head Start, it is important to understand how teachers can use the contexts of the classroom to best support the development of skills, like self-regulation, that contribute to later success. The current study examines the association between a direct assessment and an observation of self-regulation skills to determine if direct assessments accurately capture a child's ability to self-regulate their behaviors in the classroom. Additionally, this study examines which contexts of the preschool classroom are associated with children's use of self-regulated behaviors. Lastly, this study investigates the relationship between self-regulation skills and academic achievement. The results of this study have the potential to inform classroom interventions aimed at increasing self-regulation and academic skills for young DLL children.
Resource Type:
Administration for Children and Families/OPRE Projects
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