Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer...

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Published inEarly education and development Vol. 25; no. 5; pp. 641 - 660
Main Authors Schmitt, Sara A., Pratt, Megan E., McClelland, Megan M.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 2014
Taylor & Francis Ltd
Subjects
Academic Achievement
Behavior
Behavior Rating Scales
Child Behavior
Comparative Analysis
Literacy
Mathematics Skills
Metacognition
Observation
Pacific Northwest
Performance Based Assessment
Prediction
Preschool Children
Preschool Teachers
Rating Scales
Research Assistants
Statistical Analysis
Teacher Attitudes
Teacher Evaluation
Validity
Woodcock Johnson Tests of Achievement
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Summary:Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and a direct assessment (the Head-Toes-Knees-Shoulders task) relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Practice or Policy: Discussion focuses on the domain specificity of behavioral self-regulation assessments and the importance of utilizing multiple measurement tools when assessing behavioral self-regulation and its relations to early achievement.
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ISSN:1040-9289
1556-6935
DOI:10.1080/10409289.2014.850397