| Abstract [eng] |
Children‘s Self-Regulation Abilities and School Competence in The First Grade: Risks and Protective Factors The subject of longitudinal research is the relation between four-year- old self-regulation abilities and mother-assessed school competencies in the first grade according to the child's emotional, behavioral, attention, social difficulties, social competence and skills, child‘s after-school activities, parental education, and child's gender. Participants: 7-year-old children (N = 62, 33 girls, 29 boys) who in 2013 participated in the assessment of self-regulatory skills (in the project "Early Self-Regulatory Skills Development“, manager R. Jusienė). Method: Self-regulatory abilities (delay of gratification, planning, cognitive and motor control) were evaluated when children were 4 years old using the set of 7 tasks (Breidokienė, 2014; Jusienė, 2014); four-year-old emotional, behavioral, attention, difficulty assessment - Child Behavior Checklist (CBCL-1,5/6, Achenbach, Rescorla, 2000); four-year-old social skills, application of academic knowledge - Lithuanian adaptive behavioral scales (Černiauskaitė, 2012); seven-year-old school competence, emotional, behavioral, attention, social difficulties, social competence - Child Behavior Checklist (CBCL-6/18, Achenbach and Rescorla, 2001); one question about child's activities was in questionnaire. The results revealed that a higher "cold" self-regulation of four-year-old children was associated with higher school competence in the first grade and a higher "hot" self-regulation - with lower mathematical competence. It was found that the relation between four-year-old self-regulation and mother-rated school competence in the first class lost its significant becouse of maternal-rated attention, emotional, behavioral difficulties, parental (especially mother‘s) education, after-school activities (sport). Also gender differences were found: the relationship between self-regulation and school competence was specific to girls; greater emotional, behavioral and social difficulties were associated with higher self-regulation estimates specifically for boys; The research results, limitations, practical recommendations are presented.Results, limitations of the research were discussed, practical recommendations were given. |
