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The Relations Among Teachers` Beliefs Regarding Self-control, Preschoolers` Behavioral Self-regulation and School Readiness : The Gender Difference
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 Title & Authors
The Relations Among Teachers` Beliefs Regarding Self-control, Preschoolers` Behavioral Self-regulation and School Readiness : The Gender Difference
Sung, Miyoung; Chang, Young Eun; Son, Seunghee Claire;
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 Abstract
The current study examined the relations among teachers` beliefs, behavioral self-regulation and school readiness of preschoolers. The study sample included 229 preschoolers aged 3 to 5 attending child care centers located in Seoul and Gyeonggi area of Korea. Using Structural Equation Modeling, the paths from teachers` beliefs to children`s school readiness via the mediation of their behavioral self-regulation were examined. Children`s self-regulation was directly assessed using Head-to-Toe Tasks. The results showed that teachers` stronger beliefs in and responsibility for children`s self-regulation and interpersonal skills significantly predicted greater behavioral self-regulation among children, which in turn, significantly influenced greater social skills and work-related skills. The contribution of teachers` beliefs and behavioral regulation to social skills and work-related skills was positive and stronger for boys.
 Keywords
Teachers` Beliefs;Behavioral Self-regulation;School Readiness;
 Language
Korean
 Cited by
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