Bidirectionality in kindergarten children's school readiness and emotional regulation
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...
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| Veröffentlicht in: | Social development (Oxford, England) England), 2020-08, Vol.29 (3), p.801-817 |
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| creator | Fung, Wing Kai Chung, Kevin Kien Hoa Lam, Ian Chun Bun Li, Nicky Xiaomin |
| description | 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. |
| doi_str_mv | 10.1111/sode.12434 |
| format | Article |
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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. 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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.</description><subject>Academic readiness</subject><subject>Bidirectionality</subject><subject>Children</subject><subject>Children & youth</subject><subject>Emotional regulation</subject><subject>Emotions</subject><subject>Head Start project</subject><subject>Kindergarten</subject><subject>kindergarten children</subject><subject>Kindergarten students</subject><subject>longitudinal</subject><subject>school readiness</subject><subject>Self control</subject><subject>Teachers</subject><subject>Time</subject><issn>0961-205X</issn><issn>1467-9507</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>BHHNA</sourceid><recordid>eNp9kE1LAzEQhoMoWKsXf8GCB0HYmkmym-5R2_oBhR604C1kN7Nt6japyRbpv3frenYuwwzPOwwPIddAR9DVffQGR8AEFydkACKXaZFReUoGtMghZTT7OCcXMW4opUJyOSDLR2tswKq13unGtofEuuTTOoNhpUOLLqnWtjEB3W1MYrX2vkkCamMdxphoZxLc-j7c7Vf7Rh-HS3JW6ybi1V8fkuXT7H3yks4Xz6-Th3lacQoiLWGMrASotWQSykJkwEtNMdOZpFBV2pQ5hZLTspYFctDCUOxwQK6lKCQfkpv-7i74rz3GVm38PnS_RMUEEzkXbMw66q6nquBjDFirXbBbHQ4KqDpqU0dt6ldbB0MPf9sGD_-Q6m0xnfWZH_MrcLg</recordid><startdate>202008</startdate><enddate>202008</enddate><creator>Fung, Wing Kai</creator><creator>Chung, Kevin Kien Hoa</creator><creator>Lam, Ian Chun Bun</creator><creator>Li, Nicky Xiaomin</creator><general>Blackwell Publishing Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope><orcidid>https://orcid.org/0000-0002-9539-4748</orcidid></search><sort><creationdate>202008</creationdate><title>Bidirectionality in kindergarten children's school readiness and emotional regulation</title><author>Fung, Wing Kai ; Chung, Kevin Kien Hoa ; Lam, Ian Chun Bun ; Li, Nicky Xiaomin</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3014-b18e2b11fa7271b94513ba0e5a5701ccadb601b30bf79e31a4d0e11f1e3a74973</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Academic readiness</topic><topic>Bidirectionality</topic><topic>Children</topic><topic>Children & youth</topic><topic>Emotional regulation</topic><topic>Emotions</topic><topic>Head Start project</topic><topic>Kindergarten</topic><topic>kindergarten children</topic><topic>Kindergarten students</topic><topic>longitudinal</topic><topic>school readiness</topic><topic>Self control</topic><topic>Teachers</topic><topic>Time</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Fung, Wing Kai</creatorcontrib><creatorcontrib>Chung, Kevin Kien Hoa</creatorcontrib><creatorcontrib>Lam, Ian Chun Bun</creatorcontrib><creatorcontrib>Li, Nicky Xiaomin</creatorcontrib><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Social development (Oxford, England)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Fung, Wing Kai</au><au>Chung, Kevin Kien Hoa</au><au>Lam, Ian Chun Bun</au><au>Li, Nicky Xiaomin</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Bidirectionality in kindergarten children's school readiness and emotional regulation</atitle><jtitle>Social development (Oxford, England)</jtitle><date>2020-08</date><risdate>2020</risdate><volume>29</volume><issue>3</issue><spage>801</spage><epage>817</epage><pages>801-817</pages><issn>0961-205X</issn><eissn>1467-9507</eissn><abstract>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. 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| ispartof | Social development (Oxford, England), 2020-08, Vol.29 (3), p.801-817 |
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| language | eng |
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| source | Sociological Abstracts; Applied Social Sciences Index & Abstracts (ASSIA); Wiley Online Library All Journals |
| subjects | Academic readiness Bidirectionality Children Children & youth Emotional regulation Emotions Head Start project Kindergarten kindergarten children Kindergarten students longitudinal school readiness Self control Teachers Time |
| title | Bidirectionality in kindergarten children's school readiness and emotional regulation |
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