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Executive Functioning as a Moderator Between Preschool Classroom Quality and Self-Regulation for Children from High and Low Poverty Backgrounds.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Executive Functioning as a Moderator Between Preschool Classroom Quality and Self-Regulation for Children from High and Low Poverty Backgrounds./
Author:	Perry, Rebecca K.
Description:	1 online resource (79 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369992168

Executive Functioning as a Moderator Between Preschool Classroom Quality and Self-Regulation for Children from High and Low Poverty Backgrounds.
Perry, Rebecca K.

Executive Functioning as a Moderator Between Preschool Classroom Quality and Self-Regulation for Children from High and Low Poverty Backgrounds. - 1 online resource (79 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2017.

Includes bibliographical references

Classroom quality has been shown to be an important factor in promoting various aspects of self-regulation (SR). Moreover, researchers continue to examine and debate the overlapping nature of SR and executive functioning (EF). Measurement of SR also varies across studies, further complicating the relationship between EF and SR. This study examined the hypothesized moderating effect of EF on the relationship between preschool classroom quality and SR in the classroom context. Using multiple regression, the effect of classroom quality over and above EF and poverty status was examined to explore the relationship between poverty and classroom quality. Extant data from the Family Life Project (N = 877) was used. Exploratory factor analysis (EFA) was used to test the factor structure of a classroom SR variable using items from the Strengths and Difficulties Questionnaire, and a one-factor solution was supported. Regression analyses indicated that classroom quality statistically significantly predicted classroom SR and that EF and classroom quality predicted classroom SR to a statistically and practically significant degree when controlling for demographic information. EF did not moderate the relationship between classroom quality and SR; rather, classroom quality predicted SR over and above EF skills and poverty status. Limitations and suggestions for future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369992168Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Executive Functioning as a Moderator Between Preschool Classroom Quality and Self-Regulation for Children from High and Low Poverty Backgrounds.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
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502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2017.
504 $a Includes bibliographical references
520 $a Classroom quality has been shown to be an important factor in promoting various aspects of self-regulation (SR). Moreover, researchers continue to examine and debate the overlapping nature of SR and executive functioning (EF). Measurement of SR also varies across studies, further complicating the relationship between EF and SR. This study examined the hypothesized moderating effect of EF on the relationship between preschool classroom quality and SR in the classroom context. Using multiple regression, the effect of classroom quality over and above EF and poverty status was examined to explore the relationship between poverty and classroom quality. Extant data from the Family Life Project (N = 877) was used. Exploratory factor analysis (EFA) was used to test the factor structure of a classroom SR variable using items from the Strengths and Difficulties Questionnaire, and a one-factor solution was supported. Regression analyses indicated that classroom quality statistically significantly predicted classroom SR and that EF and classroom quality predicted classroom SR to a statistically and practically significant degree when controlling for demographic information. EF did not moderate the relationship between classroom quality and SR; rather, classroom quality predicted SR over and above EF skills and poverty status. Limitations and suggestions for future research are discussed.
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