Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/10400.24/1466 |
Resumo: | Self-regulation can be relevant for engagement, as children need to be able to modulate behaviors and control attention to be engaged. Although previous studies focus on the relation between self-regulation and engagement, little is known about this subject in children with disabilities or at risk. This study analyzes relations between self-regulation and engagement in inclusive preschool settings, considering children’s developmental functioning (DF). The main goal is to examine whether DF moderates the relation between self-regulation and engagement. Participants include three groups of children: with disabilities (n = 54), at risk (n = 78), and typically developing (n = 115). DF was assessed with a short version of the Matrix for Assessment of Activities and Participation; self-regulation with Head-Toes-Knees-Shoulders; and engagement with Child Observation in Preschool. Results indicated that higher levels of self-regulation were related to higher levels of engagement. A moderation effect between self-regulation and DF was also found: in the group of children with disabilities, the influence of self-regulation on engagement was larger. This highlights the relevance of promoting self-regulation, particularly in children with lower DF. |
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Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Childrenself-regulationdevelopmental functioningengagementpreschoolSelf-regulation can be relevant for engagement, as children need to be able to modulate behaviors and control attention to be engaged. Although previous studies focus on the relation between self-regulation and engagement, little is known about this subject in children with disabilities or at risk. This study analyzes relations between self-regulation and engagement in inclusive preschool settings, considering children’s developmental functioning (DF). The main goal is to examine whether DF moderates the relation between self-regulation and engagement. Participants include three groups of children: with disabilities (n = 54), at risk (n = 78), and typically developing (n = 115). DF was assessed with a short version of the Matrix for Assessment of Activities and Participation; self-regulation with Head-Toes-Knees-Shoulders; and engagement with Child Observation in Preschool. Results indicated that higher levels of self-regulation were related to higher levels of engagement. A moderation effect between self-regulation and DF was also found: in the group of children with disabilities, the influence of self-regulation on engagement was larger. This highlights the relevance of promoting self-regulation, particularly in children with lower DF.sageRepositório Científico da UMAIACoelho, VeraCadima, JoanaPinto, Ana IsabelGuimarães, Cristiana2021-04-06T22:28:00Z2018-11-10T00:00:00Z2018-11-10T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.24/1466eng10.1177/1053815118810238info: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:RCAAP2022-09-26T16:00:38Zoai:repositorio.umaia.pt:10400.24/1466Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:09:54.552637Repositório 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 |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children |
title |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children |
spellingShingle |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children Coelho, Vera self-regulation developmental functioning engagement preschool |
title_short |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children |
title_full |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children |
title_fullStr |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children |
title_full_unstemmed |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children |
title_sort |
Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children |
author |
Coelho, Vera |
author_facet |
Coelho, Vera Cadima, Joana Pinto, Ana Isabel Guimarães, Cristiana |
author_role |
author |
author2 |
Cadima, Joana Pinto, Ana Isabel Guimarães, Cristiana |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório Científico da UMAIA |
dc.contributor.author.fl_str_mv |
Coelho, Vera Cadima, Joana Pinto, Ana Isabel Guimarães, Cristiana |
dc.subject.por.fl_str_mv |
self-regulation developmental functioning engagement preschool |
topic |
self-regulation developmental functioning engagement preschool |
description |
Self-regulation can be relevant for engagement, as children need to be able to modulate behaviors and control attention to be engaged. Although previous studies focus on the relation between self-regulation and engagement, little is known about this subject in children with disabilities or at risk. This study analyzes relations between self-regulation and engagement in inclusive preschool settings, considering children’s developmental functioning (DF). The main goal is to examine whether DF moderates the relation between self-regulation and engagement. Participants include three groups of children: with disabilities (n = 54), at risk (n = 78), and typically developing (n = 115). DF was assessed with a short version of the Matrix for Assessment of Activities and Participation; self-regulation with Head-Toes-Knees-Shoulders; and engagement with Child Observation in Preschool. Results indicated that higher levels of self-regulation were related to higher levels of engagement. A moderation effect between self-regulation and DF was also found: in the group of children with disabilities, the influence of self-regulation on engagement was larger. This highlights the relevance of promoting self-regulation, particularly in children with lower DF. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-11-10T00:00:00Z 2018-11-10T00:00:00Z 2021-04-06T22:28:00Z |
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/10400.24/1466 |
url |
http://hdl.handle.net/10400.24/1466 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1177/1053815118810238 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
sage |
publisher.none.fl_str_mv |
sage |
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 |
instname_str |
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) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130555320631296 |