Bidirectionality in kindergarten children's school readiness and emotional regulation

Bidirectionality in kindergarten children's school readiness and emotional regulation

• Fung, Wing Kai The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong
• Lam, Chun Bun Ian The Education University of Hong Kong
• Li, Nicky Xiaomin The Education University of Hong Kong

Social Development, 2019

Wiley-Blackwell Publishing Ltd.

2019

• G 課程與教學:個別教學範疇
  • GA 中文
    • GAD 閱讀理解之教學方法效果、字彙及詞彙教學
• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展

Bidirectionality Emotional Regulation Kindergarten Children Longitudinal School Readiness

• Hong Kong

• 1997.7 onwards

• 學前教育

This study examined the longitudinal associations of emotional regulation and school readiness among Chinese kindergarten children. Data were collected from 523 children (mean age at time 1 = 52.42 months; 52.9% male) at two time points separated by approximately 1 year in Hong Kong, China. At times 1 and 2, children's school readiness was assessed by their teachers and parents while their emotional regulation was directly tested. Teachers also rated children's emotional regulation at both time points. The results from the two reciprocal path models showed that, controlling for the corresponding autoregressive effects, school readiness at time 1 was predictive of emotional regulation at time 2. However, emotional regulation at time 1 did not emerge as a significant predictor of school readiness at time 2. Theoretically, these results underscored children's school readiness as a potential contributor to their emotional regulation. Practically, these findings suggested the utility of supporting children's school readiness to foster their emotional regulation. Copyright © 2019 John Wiley & Sons Ltd.

• 英文

期刊論文

• 0961205X

• 10.1111/sode.12434

https://bibliography.lib.eduhk.hk/tc/bibs/194d8565

2020-05-18