Measuring preschoolers' behavioral self-regulation in the contexts of child–adult interactions

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Wang, Shuang, Liu, Cong, Byrne, Elizabeth M. ORCID: https://orcid.org/0000-0002-5018-5643 and Xie, Hongbin (2024) Measuring preschoolers' behavioral self-regulation in the contexts of child–adult interactions. Current Psychology, 43 (16). pp. 14523-14537. ISSN 1046-1310

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Abstract

Children's self-regulation is associated with their concurrent and long-term school achievement. Theorists have argued the importance of child–adult interactions in the development of children's self-regulatory skills. However, empirical findings are mixed and have produced small or modest effect sizes, which could be due to the low ecological validity of the self-regulation measures typically used. In this study, an adult-reported scale, the Child Self-Regulation in Interaction Scale (CSIS), was developed to measure preschoolers' behavioral self-regulation in their daily interactions with adults. The psychometric properties of CSIS were also examined. A total of 1015 children and their mothers from multiple regions in China participated in this study. Factor analysis indicated that a three-factor model (namely Inhibition, Updating, and Shifting) was the best fit for the data. The CSIS also had good internal consistency, test–retest reliability, and convergent and criterion validity. Additionally, the three-factor model showed satisfactory gender and longitudinal measurement invariance. The results suggest that the CSIS is a reliable and valid instrument. Children’s self-regulatory behaviors may vary in different contexts. A context-specific measure of self-regulation may have stronger ecological validity by tapping into context-specific behavioral demands and is thus likely to have greater value and utility.

Item Type: Article
Additional Information: Funding Information: The study and the preparation of the manuscript were supported by the following grant: (1) A Preschool Classroom Process Quality Rating System (funded by the Collaborative Innovation Center of Assessment towards Basic Education Quality, East China Normal University); (2) A Quasi-Experimental Study on the Intervention of the Key Professional Competence of Rural Preschool Teacher in Sichuan Province (funded by the Sichuan Social Sciences "Thirteenth five years" Foundation; Project number: SC21C059).
Uncontrolled Keywords: behavioral self-regulation,child–adult interactions,context,ecological validity,psychometric properties,psychology(all) ,/dk/atira/pure/subjectarea/asjc/3200
Faculty \ School: Faculty of Social Sciences > School of Psychology
UEA Research Groups: Faculty of Social Sciences > Research Groups > Developmental Science
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Depositing User: LivePure Connector
Date Deposited: 24 Apr 2024 13:30
Last Modified: 25 Apr 2024 15:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/94997
DOI: 10.1007/s12144-023-05453-9

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