Child self-regulation in the school context : longitudinal trajectories over the early school transition years

The ages between four to seven mark a vital period when children transit from informal to formal schooling contexts. These years are also a sensitive period where significant development in self-regulation occurs. However, groups of children can display distinct trajectories in the development self-...

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Main Author: Tan, Hui Xuan
Other Authors: Ho Moon-Ho Ringo
Format: Final Year Project
Language:English
Published: Nanyang Technological University 2021
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Online Access:https://hdl.handle.net/10356/150337
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Institution: Nanyang Technological University
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spelling sg-ntu-dr.10356-1503372023-03-05T15:46:44Z Child self-regulation in the school context : longitudinal trajectories over the early school transition years Tan, Hui Xuan Ho Moon-Ho Ringo School of Social Sciences Office of Education Research Khng Kiat Hui kiathui.khng@nie.edu.sg, HOmh@ntu.edu.sg Social sciences::Psychology The ages between four to seven mark a vital period when children transit from informal to formal schooling contexts. These years are also a sensitive period where significant development in self-regulation occurs. However, groups of children can display distinct trajectories in the development self-regulation. Child demographic factors, such as gender and socio-economic status, can influence the level and shape of developmental trajectories. Hence, this study investigated the longitudinal trajectories of cognitive and emotional-behavioural self-regulation demonstrated by children in school contexts over the transition years. The presence of heterogeneity in longitudinal trajectories and the role of child demographic factors were also examined. Data for the current analysis was drawn from the Singapore Kindergarten Impact Project conducted by National Institute of Education. The current sample comprised 1399 children followed across three time points from Kindergarten 1 to Primary 1. Teacher-rated Behaviour Rating Inventory of Executive Function – 2nd Edition screening forms were used to access child self-regulatory difficulties. Analyses of the longitudinal trajectories were conducted using latent growth modelling. Findings show that children experience a non-linear increase in cognitive self-regulatory difficulties. Two trajectory classes were established: (a) high-and-stable, and (b) low-and-increasing. Boys and children with lower socio-economic status were more likely to belong to the former class. In contrast, children experience a linear decrease in emotional-behavioural self-regulatory difficulties. Two trajectory classes were established: (a) high-and-decreasing, and (b) low-and-stable. Boys and children with lower socio-economic status had higher odds of belonging to the former class. Implications and areas of further research are subsequently discussed. Bachelor of Arts in Psychology 2021-06-13T14:20:25Z 2021-06-13T14:20:25Z 2021 Final Year Project (FYP) Tan, H. X. (2021). Child self-regulation in the school context : longitudinal trajectories over the early school transition years. Final Year Project (FYP), Nanyang Technological University, Singapore. https://hdl.handle.net/10356/150337 https://hdl.handle.net/10356/150337 en OER 09/14 RB application/pdf Nanyang Technological University
institution Nanyang Technological University
building NTU Library
continent Asia
country Singapore
Singapore
content_provider NTU Library
collection DR-NTU
language English
topic Social sciences::Psychology
spellingShingle Social sciences::Psychology
Tan, Hui Xuan
Child self-regulation in the school context : longitudinal trajectories over the early school transition years
description The ages between four to seven mark a vital period when children transit from informal to formal schooling contexts. These years are also a sensitive period where significant development in self-regulation occurs. However, groups of children can display distinct trajectories in the development self-regulation. Child demographic factors, such as gender and socio-economic status, can influence the level and shape of developmental trajectories. Hence, this study investigated the longitudinal trajectories of cognitive and emotional-behavioural self-regulation demonstrated by children in school contexts over the transition years. The presence of heterogeneity in longitudinal trajectories and the role of child demographic factors were also examined. Data for the current analysis was drawn from the Singapore Kindergarten Impact Project conducted by National Institute of Education. The current sample comprised 1399 children followed across three time points from Kindergarten 1 to Primary 1. Teacher-rated Behaviour Rating Inventory of Executive Function – 2nd Edition screening forms were used to access child self-regulatory difficulties. Analyses of the longitudinal trajectories were conducted using latent growth modelling. Findings show that children experience a non-linear increase in cognitive self-regulatory difficulties. Two trajectory classes were established: (a) high-and-stable, and (b) low-and-increasing. Boys and children with lower socio-economic status were more likely to belong to the former class. In contrast, children experience a linear decrease in emotional-behavioural self-regulatory difficulties. Two trajectory classes were established: (a) high-and-decreasing, and (b) low-and-stable. Boys and children with lower socio-economic status had higher odds of belonging to the former class. Implications and areas of further research are subsequently discussed.
author2 Ho Moon-Ho Ringo
author_facet Ho Moon-Ho Ringo
Tan, Hui Xuan
format Final Year Project
author Tan, Hui Xuan
author_sort Tan, Hui Xuan
title Child self-regulation in the school context : longitudinal trajectories over the early school transition years
title_short Child self-regulation in the school context : longitudinal trajectories over the early school transition years
title_full Child self-regulation in the school context : longitudinal trajectories over the early school transition years
title_fullStr Child self-regulation in the school context : longitudinal trajectories over the early school transition years
title_full_unstemmed Child self-regulation in the school context : longitudinal trajectories over the early school transition years
title_sort child self-regulation in the school context : longitudinal trajectories over the early school transition years
publisher Nanyang Technological University
publishDate 2021
url https://hdl.handle.net/10356/150337
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