ERIC Number: EJ1115091
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten
Neitzel, Carin; Alexander, Joyce M.; Johnson, Kathy E.
Journal of Research in Childhood Education, v30 n4 p474-493 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: conceptual, social, procedural, or creative. The children's academic self-regulation behaviors were observed throughout kindergarten. Specifically, the contribution of children's early interests to understanding their metacognitive talk and progress monitoring was analyzed, controlling statistically for the effects of gender, cognitive skill, and temperament. There were discernible patterns unique to each group in the content of their metacognitive talk and strategies for monitoring progress. The study offers an uncommonly rich description of the academic self-regulation behaviors of young children and explores the role of early childhood interests in the development of academic self-regulation.
Descriptors: Metacognition, Kindergarten, Profiles, Creativity, Academic Achievement, Child Behavior, Statistical Analysis, Gender Differences, Learning Strategies, Role, Cognitive Ability, Personality Traits, Student Interests, Parent Attitudes, Questionnaires, Likert Scales, Intelligence Tests, Verbal Ability, Vocabulary
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: BCS9907865