کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940097 | 1436372 | 2016 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Profiles of self-regulation in elementary grades: Relations to math and reading skills
ترجمه فارسی عنوان
پروفایل های خودمراقبتی در نمرات ابتدایی: روابط با مهارت های ریاضی و خواندن
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کلمات کلیدی
خود تنظیم پروفایل های خاموش دبستان، مهارت های ریاضی و خواندن،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
This longitudinal study investigated the development of cognitive and behavioral aspects of self-regulation and their relations to math and reading skills at the beginning of elementary school. Planning and task-persistent behavior (as the cognitive and behavioral aspects of self-regulation) were assessed in the classroom context. Participants were 775 children (mean age at the beginning of school 7.46, SDÂ =Â 0.52). Using a person-oriented approach, five developmental profile groups of self-regulation were differentiated. The results showed that the development of the cognitive and behavioral asrpects of self-regulation varies individually and that the associations between the cognitive and behavioral aspects of self-regulation differ at different time-points. Math and reading skills at the end of Grade 3 differed between these profile groups - the explained variance was greater for complex math and reading tasks (problem solving, reading comprehension) compared to the less complex tasks (calculation, word reading fluency).
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 51, October 2016, Pages 37-48
Journal: Learning and Individual Differences - Volume 51, October 2016, Pages 37-48
نویسندگان
Katrin Mägi, Mairi Männamaa, Eve Kikas,