Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/15901 |
Resumo: | tIn the present study, we examine the bidirectional associations between child vocabulary and self-regulation and their interplay with two relational dimensions, teacher–child closeness and autonomysupport in preschool. Participants were 208 young children (50% boys; M = 4 years and 11 months,SD = 0.71) from socially disadvantaged areas in Portugal. Self-regulation and vocabulary were assessed atthe beginning and end of the year. Teachers reported on levels of teacher–child closeness and autonomysupport. A series of path analyses were conducted and tests of direct and indirect effects were includedin the models. Results showed bidirectional effects between self-regulation and vocabulary, such thatself-regulation at the beginning of preschool was a significant predictor of expressive vocabulary at theend of preschool year, and receptive vocabulary skills at the beginning of preschool year predicted self-regulation at the end of preschool year, controlling for earlier receptive vocabulary and self-regulationskills. In addition, teacher–child closeness uniquely predicted expressive vocabulary, whereas teacherautonomy support uniquely predicted self-regulation. |
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Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy supportSelf-regulationTeacher-child relationshipsAutonomy supportBidirectional effectsEarly childhoodtIn the present study, we examine the bidirectional associations between child vocabulary and self-regulation and their interplay with two relational dimensions, teacher–child closeness and autonomysupport in preschool. Participants were 208 young children (50% boys; M = 4 years and 11 months,SD = 0.71) from socially disadvantaged areas in Portugal. Self-regulation and vocabulary were assessed atthe beginning and end of the year. Teachers reported on levels of teacher–child closeness and autonomysupport. A series of path analyses were conducted and tests of direct and indirect effects were includedin the models. Results showed bidirectional effects between self-regulation and vocabulary, such thatself-regulation at the beginning of preschool was a significant predictor of expressive vocabulary at theend of preschool year, and receptive vocabulary skills at the beginning of preschool year predicted self-regulation at the end of preschool year, controlling for earlier receptive vocabulary and self-regulationskills. In addition, teacher–child closeness uniquely predicted expressive vocabulary, whereas teacherautonomy support uniquely predicted self-regulation.Repositório Científico do Instituto Politécnico do PortoCadima, JoanaBarros, SílviaFerreira, TiagoSerra-Lemos, MarinaLeal, TeresaVerschueren, Karine2020-04-28T14:50:06Z20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/15901eng10.1016/j.ecresq.2018.04.004metadata only accessinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T13:01:17Zoai:recipp.ipp.pt:10400.22/15901Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:35:35.722036Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support |
title |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support |
spellingShingle |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support Cadima, Joana Self-regulation Teacher-child relationships Autonomy support Bidirectional effects Early childhood |
title_short |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support |
title_full |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support |
title_fullStr |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support |
title_full_unstemmed |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support |
title_sort |
Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support |
author |
Cadima, Joana |
author_facet |
Cadima, Joana Barros, Sílvia Ferreira, Tiago Serra-Lemos, Marina Leal, Teresa Verschueren, Karine |
author_role |
author |
author2 |
Barros, Sílvia Ferreira, Tiago Serra-Lemos, Marina Leal, Teresa Verschueren, Karine |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Cadima, Joana Barros, Sílvia Ferreira, Tiago Serra-Lemos, Marina Leal, Teresa Verschueren, Karine |
dc.subject.por.fl_str_mv |
Self-regulation Teacher-child relationships Autonomy support Bidirectional effects Early childhood |
topic |
Self-regulation Teacher-child relationships Autonomy support Bidirectional effects Early childhood |
description |
tIn the present study, we examine the bidirectional associations between child vocabulary and self-regulation and their interplay with two relational dimensions, teacher–child closeness and autonomysupport in preschool. Participants were 208 young children (50% boys; M = 4 years and 11 months,SD = 0.71) from socially disadvantaged areas in Portugal. Self-regulation and vocabulary were assessed atthe beginning and end of the year. Teachers reported on levels of teacher–child closeness and autonomysupport. A series of path analyses were conducted and tests of direct and indirect effects were includedin the models. Results showed bidirectional effects between self-regulation and vocabulary, such thatself-regulation at the beginning of preschool was a significant predictor of expressive vocabulary at theend of preschool year, and receptive vocabulary skills at the beginning of preschool year predicted self-regulation at the end of preschool year, controlling for earlier receptive vocabulary and self-regulationskills. In addition, teacher–child closeness uniquely predicted expressive vocabulary, whereas teacherautonomy support uniquely predicted self-regulation. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019 2019-01-01T00:00:00Z 2020-04-28T14:50:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/15901 |
url |
http://hdl.handle.net/10400.22/15901 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1016/j.ecresq.2018.04.004 |
dc.rights.driver.fl_str_mv |
metadata only access info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
metadata only access |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131447330603008 |