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Neitzel, Carin; Connor, Lisa – Journal of Research in Childhood Education, 2017
This study addressed questions about the function of children's various participation and regulation strategies in different instructional contexts and at different points in time in school. The developmental trajectories of kindergartners' academic participation and regulation strategy selection and use across the school year in teacher-directed…
Descriptors: Kindergarten, Student Centered Learning, Self Control, Child Development
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Salinas, Daniela; Neitzel, Carin – Journal of Research in Childhood Education, 2017
Children's peer relationships have their origins in family relationships. The present study focuses on the relative importance of children's levels of responsiveness and/or resistance during mother-child interactions and tests a model of the direct and indirect relations between mother interaction behaviors and children's social behaviors with…
Descriptors: Preschool Children, Mothers, Parent Child Relationship, Responses
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Neitzel, Carin; Connor, Lisa – Journal of Research in Childhood Education, 2017
This study addressed questions about the relations among teacher instructional interactions, classroom environmental contexts, and students' subsequent self-regulated learning behaviors in upper elementary school. One hundred and six 4th- and 5th-grade students from five classrooms in two schools in two communities (one urban and one rural) in the…
Descriptors: Elementary School Students, Student Behavior, Grade 4, Grade 5
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Neitzel, Carin; Alexander, Joyce M.; Johnson, Kathy E. – Journal of Research in Childhood Education, 2016
This study investigated children's interest-based activities in the home during the preschool years and their subsequent academic self-regulation behaviors in school. Children's home activities were tracked for 1 year prior to kindergarten entry. Based on their profiles of activities, children (109) were assigned to one of four interest groups:…
Descriptors: Metacognition, Kindergarten, Profiles, Creativity